From: imsconformance@imsglobal.org Sent: Wednesday, January 22, 2020 10:33 AM To: conformance@imsglobal.org Cc: hugh.rutledge@pearson.com Subject: Conformance Report Full Name: HughRutledge Email Address: hugh.rutledge@pearson.com Organization: Pearson Product Name: envisionmath2.0 Grade 1 2017 Product Version: 1 Source: IMS Online Validator Profile: 1.2.0 Identifier: realize-2ae2c26d-1a1e-3ecd-acfd-3831ee6f9b54 Timestamp: Wednesday, January 22, 2020 10:32 AM EST Status: VALID! Conformant: true ----- VALID! ----- Resource Validation Results The document is valid. ----- VALID! ----- Schema Location Results Schema locations are valid. ----- VALID! ----- Schema Validation Results The document is valid. ----- VALID! ----- Schematron Validation Results The document is valid. Curriculum Standards: Read and write tenths and hundredths in decimal and fraction notations using words and symbols; know the fraction and decimal equivalents for halves and fourths. - 4.1.2.6 Compare and order decimals and whole numbers using place value, a number line and models such as grids and base 10 blocks. - 4.1.2.5 Use fraction models to add and subtract fractions with like denominators in real-world and mathematical situations. Develop a rule for addition and subtraction of fractions with like denominators. - 4.1.2.3 Create a line plot to represent a given or generated data set, and analyze the data to answer questions and solve problems, recognizing the outliers and generating the median. - 5.DS.A.2 Create a line graph to represent a data set, and analyze the data to answer questions and solve problems. - 5.DS.A.1 Understand two-digit numbers are composed of ten(s) and one(s). - 1.NBT.A.2 Compare two two-digit numbers using the symbols >, = or <. - 1.NBT.A.3 Recognize that the volume of rectangular prisms can be determined by the number of cubes (n) and by the product of the dimensions of the prism (a × b × c = n). Know that rectangular prisms of different dimensions (p, q, and r) can have the same volume if a × b × c = p × q × r = n. - 5.GM.2.1 Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. - 1.NBT.A.1 Count by 10s to 120 starting at any number. - 1.NBT.A.4 Use patterns to add numbers together. - K.OA.9 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. - NC.2.NBT.1 Count within 1000; skip-count by 5s, 10s, and 100s. - NC.2.NBT.2 Read and write numbers, within 1000, using base-ten numerals, number names, and expanded form. - NC.2.NBT.3 Compare two three-digit numbers based on the value of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. - NC.2.NBT.4 Add up to three two-digit numbers using strategies based on place value and properties of operations. - NC.2.NBT.6 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. - NC.2.NBT.8 Define a first quadrant Cartesian coordinate system. - 5.GM.C.6 Plot and interpret points in the first quadrant of the Cartesian coordinate plane. - 5.GM.C.7 Show numbers in many ways. - K.OA.1 Represent addition as adding to a number. - K.OA.2 Determine if a set of objects has an odd or even number of members. - 2.RA.B.2 Find the total number of objects arranged in a rectangular array with up to 5 rows and 5 columns, and write an equation to represent the total as a sum of equal addends. - 2.RA.B.3 Solve addition problems. - K.OA.7 Tell time to the hour and half-hour (analog and digital). - 1.GM.3.1 Building and drawing triangles, rectangles, squares, hexagons, circles. - NC.K.G.5.a Building cubes, cones, spheres, and cylinders. - NC.K.G.5.b Represent problems using equations with a letter standing for the unknown quantity. - NC.4.OA.3.c Interpret remainders in word problems. - NC.4.OA.3.b Use estimation strategies to assess reasonableness of answers. - NC.4.OA.3.a 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 Add, subtract, multiply, or divide to solve one-step word problems involving whole number measurements of length, weight, and capacity in the same customary units. - NC.3.MD.2.c Use math to explain what you know about counting. - K.NCC.11 Estimate and measure lengths in customary units to the quarter-inch and half-inch, and feet and yards to the whole unit. - NC.3.MD.2.a Estimate and measure capacity and weight in customary units to a whole number: cups, pints, quarts, gallons, ounces, and pounds. - NC.3.MD.2.b Compare groups by counting. - K.NCC.15 Count to the numbers 6 and 7. - K.NCC.18 Read and write the numbers 6 and 7. - K.NCC.19 Compare two decimals to thousandths based on the value of the digits in each place, using >, =, and < symbols to record the results of comparisons. - NC.5.NBT.3.b Write decimals using base-ten numerals, number names, and expanded form. - NC.5.NBT.3.a 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 Use doubles to solve problems. - 1.OA.11 Add by counting on from a number. - 1.OA.10 Count on to add using a number line. - 1.OA.19 Use structure and identify patterns in order to solve problems. - 1.OA.18 Solve word problems by drawing pictures and writing equations. - 1.OA.17 Use addition facts to 10 to solve subtraction problems. - 1.OA.16 Count back to solve subtraction problems. - 1.OA.15 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 problems using near doubles facts. - 1.OA.12 Recognize, represent and apply the number properties (commutative, identity, and associative properties of addition and multiplication) using models and manipulatives to solve problems. - 3.A.2.2 Find unknowns represented by symbols in arithmetic problems by solving one-step open sentences (equations) and other problems involving addition, subtraction, and multiplication. Generate real-world situations to represent number sentences. - 3.A.2.1 Construct viable arguments and critique the reasoning of others. - K.MP.3 Generate two numerical patterns using two given rules. - NC.5.OA.3 Write, explain, and evaluate numerical expressions involving the four operations to solve up to two-step problems. Include expressions involving: - NC.5.OA.2 Use doubles facts to solve doubles-plus-one facts. - 1.OA.22 Memorize doubles facts. - 1.OA.21 Count on to add using an open number line. - 1.OA.20 Make subtraction easier by making 10 to subtract. - 1.OA.29 Use a number line to subtract by counting on or counting back. - 1.OA.28 Critique the reasoning of others by using known information about addition and subtraction. - 1.OA.27 Solve different types of addition word problems. - 1.OA.26 Solve addition problems using different strategies. - 1.OA.25 Make 10 to add numbers to 20. - 1.OA.24 Use doubles facts to solve doubles-plus-2 facts. - 1.OA.23 Explain strategies used to solve subtraction problems. - 1.OA.33 Use addition facts to find subtraction facts. - 1.OA.32 Make addition and subtraction facts using the same three numbers. - 1.OA.31 Count on to subtract using 10 as a landmark. - 1.OA.30 Use words to compare objects according to length, size, weight and position. - K.3.2.1 Decompose a rectangle into smaller rectangles to find the area of the original rectangle. - 3.GM.C.14 Find rectangular arrangements that can be formed for a given area. - 3.GM.C.13 Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half- circles naming the components of the new shape. - NC.1.G.2.a Multiply whole-number side lengths to solve problems involving the area of rectangles. - 3.GM.C.12 Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. - NC.1.G.2.b Demonstrate that tiling a rectangle to find the area and multiplying the side lengths result in the same value. - 3.GM.C.11 Label area measurements with squared units. - 3.GM.C.10 Construct equal-sized portions through fair sharing including length, set, and area models for halves, thirds, and fourths. - 2.N.3.2 Identify the parts of a set and area that represent fractions for halves, thirds, and fourths. - 2.N.3.1 Order 2 or 3 objects using measurable attributes, such as length and weight. - K.3.2.2 Properties of operations - NC.1.NBT.6.d The relationship between addition and subtraction - NC.1.NBT.6.e Compare two fractions with different numerators and different denominators (e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as ½). Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, = or <, and justify the conclusions by using a visual fraction model. - M.4.13 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. - M.4.12 Concrete models and drawings - NC.1.NBT.6.a Number lines - NC.1.NBT.6.b Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays and/or area models. - M.4.11 Strategies based on place value - NC.1.NBT.6.c Multiply a whole number of up to four digits by a one-digit whole number, multiply two two-digit numbers, using strategies based on place value and the properties of operations and illustrate and explain the calculation by using equations, rectangular arrays and/or area models. - M.4.10 Use decimal notation for fractions with denominators 10 or 100 (e.g., rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram). - M.4.17 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100 (e.g., express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100). Instructional Note: Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade. - M.4.16 Know relative sizes of measurement units within a system of units, including the metric system (km, m, cm; kg, g; l, ml), the standard system (lb, oz), and time (hr, min, sec.). Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. (e.g., Know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...) - M.4.19 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, = or <, and justify the conclusions by using a visual model. - M.4.18 Generate measurement data to the nearest whole unit, and display the data in a line plot. - 2.DS.A.2 Draw a picture graph or a bar graph to represent a data set with up to four categories. - 2.DS.A.3 Create a line plot to represent a set of numeric data, given a horizontal scale marked in whole numbers. - 2.DS.A.1 Solve problems using information presented in line plots, picture graphs and bar graphs. - 2.DS.A.4 Draw conclusions from line plots, picture graphs and bar graphs. - 2.DS.A.5 Generate two numeric patterns given two rules. - 5.RA.A.1a Graph numeric patterns on the Cartesian coordinate plane. - 5.RA.A.1c Translate two numeric patterns into two sets of ordered pairs. - 5.RA.A.1b Identify the relationship between two numeric patterns. - 5.RA.A.1d Measure angles in whole-number degrees using a protractor and sketch angles of specified measure. - M.4.24 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: - M.4.23 Draw points, lines, line segments, rays, angles (right, acute, obtuse) and perpendicular and parallel lines. Identify these in two-dimensional figures. - M.4.26 Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems (e.g., by using an equation with a symbol for the unknown angle measure). - M.4.25 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. - M.4.20 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots (e.g., from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection). - M.4.22 Apply the area and perimeter formulas for rectangles in real world and mathematical problems by viewing the area formula as a multiplication equation with an unknown factor. (e.g., find the width of a rectangular room given the area of the flooring and the length.) - M.4.21 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. - M.4.28 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. - M.4.27 Use the relationship between addition and subtraction to solve problems. - 2.NBT.B.9 Add or subtract within 1000, and justify the solution. - 2.NBT.B.8 Add up to four two-digit numbers. - 2.NBT.B.7 Demonstrate fluency with addition and subtraction within 100. - 2.NBT.B.6 Use addition and subtraction within 100 to solve problems involving lengths that are given in the same units. - 2.GM.C.8 Represent whole numbers as lengths on a number line, and represent whole-number sums and differences within 100 on a number line. - 2.GM.C.9 Compose simple shapes to form larger shapes using manipulatives. - K.GM.C.10 Interpret quotients of whole numbers. - 3.RA.A.2 Interpret products of whole numbers. - 3.RA.A.1 Use multiplication and division within 100 to solve problems. - 3.RA.A.4 Describe in words or drawings a problem that illustrates a multiplication or division situation. - 3.RA.A.3 Determine the unknown number in a multiplication or division equation relating three whole numbers. - 3.RA.A.5 The student will tell time and write time to the nearest five minutes, using analog and digital clocks. - 2.9 Explain the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. - 2.GM.2.1 Explain the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest whole unit. - 2.GM.2.2 Multiply decimals with a product to thousandths using models, drawings, or strategies based on place value. - NC.5.NBT.7.b Add and subtract decimals to thousandths using models, drawings or strategies based on place value. - NC.5.NBT.7.a Use estimation strategies to assess reasonableness of answers. - NC.5.NBT.7.d Divide a whole number by a decimal and divide a decimal by a whole number, using repeated subtraction or area models. Decimals should be limited to hundredths. - NC.5.NBT.7.c Understand that the volume of a right rectangular prism can be found by stacking multiple layers of the base. - 5.GM.B.4b Describe a cube with edge length 1 unit as a “unit cube” and is said to have “one cubic unit” of volume and can be used to measure volume. - 5.GM.B.4a Graph points in the first quadrant of a coordinate plane, and identify and interpret the x and y coordinates to solve problems. - NC.5.G.1 Classify quadrilaterals into categories based on their properties. - NC.5.G.3 Parentheses, using the order of operations. - NC.5.OA.2.a Commutative, associative and distributive properties. - NC.5.OA.2.b The student will create equations to represent equivalent mathematical relationships. - 3.17 The student will round whole numbers, 9,999 or less, to the nearest ten, hundred, and thousand. - 3.1b Find the measure of an angle that turns through a fraction of a circle. - 4.MD.13 Add to/Take from- Change Unknown - NC.2.OA.1.b.1 Recognize and draw lines, rays, and angles with different measures. - 4.MD.12 Add to/Take from- Change Unknown - NC.2.OA.1.b.2 Find the unknown length or width of a rectangle using the known area or perimeter. - 4.MD.10 Measure the length of an object in standard units by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. - NC.2.MD.1 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. - NC.2.MD.7 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points and represent whole-number sums and differences, within 100, on a number line. - NC.2.MD.6 Estimate lengths in using standard units of inches, feet, yards, centimeters, and meters. - NC.2.MD.3 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. - NC.2.MD.2 Use addition and subtraction, within 100, to solve word problems involving lengths that are given in the same units, using equations with a symbol for the unknown number to represent the problem. - NC.2.MD.5 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. - NC.2.MD.4 Unitize by making a ten from a collection of ten ones. - NC.1.NBT.2.a One-Step problems: - NC.2.OA.1.a Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. - NC.1.NBT.2.b Two-Step problems involving single digits: - NC.2.OA.1.b 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 The student will compare fractions having like and unlike denominators, using words and symbols (>, <, =, or ?), with models. - 3.2c The student will represent fractions and mixed numbers with models and symbols. - 3.2b The student will name and write fractions and mixed numbers represented by a model. - 3.2a Solve problems involving addition and subtraction of minutes. - 3.GM.B.6 Estimate time intervals in minutes. - 3.GM.B.5 Use the four operations to solve problems involving lengths, liquid volumes or weights given in the same units. - 3.GM.B.8 Measure or estimate length, liquid volume and weight of objects. - 3.GM.B.7 Tell and write time to the nearest minute. - 3.GM.B.4 The student will create and solve single-step and multistep practical problems involving sums or differences of two whole numbers, each 9,999 or less. - 3.3b Use addition and subtraction to solve problems with unknown angle measures. - 4.MD.16 The student will estimate and determine the sum or difference of two whole numbers. - 3.3a Use a protractor to measure and draw angles. - 4.MD.15 Use known angle measures to measure unknown angles. - 4.MD.14 Compare and order fractions and decimals, including mixed numbers and fractions less than one, and locate on a number line. - 5.N.2.3 Recognize and generate equivalent decimals, fractions, mixed numbers, and fractions less than one in various contexts. - 5.N.2.4 Represent decimal fractions (e.g.,1/10, 1/100) using a variety of models (e.g., 10 by 10 grids, rational number wheel, base-ten blocks, meter stick) and make connections between fractions and decimals. - 5.N.2.1 Represent, read and write decimals using place value to describe decimal numbers including fractional numbers as small as thousandths and whole numbers as large as millions. - 5.N.2.2 The student will solve single-step practical problems involving multiplication of whole numbers, where one factor is 99 or less and the second factor is 5 or less. - 3.4d Model and explain how fractions can be represented by multiplying a whole number by a unit fraction, using this understanding to multiply a whole number by any fraction less than one. - NC.4.NF.4.a Solve word problems involving multiplication of a fraction by a whole number. - NC.4.NF.4.b The student will demonstrate fluency with multiplication facts of 0, 1, 2, 5, and 10. - 3.4c The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. - 3.4b The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. - 3.4a Demonstrate fluency with addition and subtraction within 10. - 1.RA.C.8 Recognize area as an attribute of plane figures and understand concepts of area measurement. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area and can be used to measure area. - M.3.20a Add and subtract within 20. - 1.RA.C.7 Recognize area as an attribute of plane figures and understand concepts of area measurement. A plane figure which can be covered without gaps or overlaps by b unit squares is said to have an area of b square units. - M.3.20b Compose and decompose numbers up to 10 with objects and pictures. - K.1.2.2 Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. - K.1.2.1 Evaluate expressions and solve equations involving variables when values for the variables are given. - 5.2.3.3 Make sense of problems and persevere in solving them. - MP.1 Reason abstractly and quantitatively. - MP.2 Look for and make use of structure. - MP.7 Look for and express regularity in repeated reasoning. - MP.8 Construct viable arguments and critique the reasoning of others. - MP.3 Model with mathematics. - MP.4 Use appropriate tools strategically. - MP.5 Attend to precision. - MP.6 Describe the numerator as representing the number of pieces being considered. - 3.NF.A.2a Add and subtract fractions, including mixed numbers, with unlike denominators using related fractions: halves, fourths and eighths; thirds, sixths, and twelfths; fifths, tenths, and hundredths. - NC.5.NF.1 Use fractions to model and solve division problems. - NC.5.NF.3 Describe the denominator as the number of pieces that make the whole. - 3.NF.A.2b The student will estimate and use U.S. Customary and metric units to measure liquid volume in cups, pints, quarts, gallons, and liters. - 3.7b The student will estimate and use U.S. Customary and metric units to measure length to the nearest ½ inch, inch, foot, yard, centimeter, and meter. - 3.7a Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction, including mixed numbers. - NC.5.NF.4 Use words or mathematical symbols to express a rule for a given pattern. - 4.RA.C.7 Generate a number pattern that follows a given rule. - 4.RA.C.6 Relate volume to the operations of multiplication and addition and solve real-world and mathematical problems involving volume. Recognize volume as additive and find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real-world problems. - M.5.22c Solve one-step word problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions using area and length models, and equations to represent the problem. - NC.5.NF.7 Relate volume to the operations of multiplication and addition and solve real-world and mathematical problems involving volume. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole number edge lengths in the context of solving real-world and mathematical problems. - M.5.22b Relate volume to the operations of multiplication and addition and solve real-world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes (e.g., to represent the associative property of multiplication). - M.5.22a The student will estimate and count the number of square units needed to cover a given surface in order to determine its area. - 3.8b The student will estimate and measure the distance around a polygon in order to determine its perimeter using U.S. Customary and metric units. - 3.8a Reason with two-dimensional shapes and their attributes. - NC.3.G.1 Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two-digit number by a one-digit number. - 3.N.2.8 Recognize the relationship between multiplication and division to represent and solve real-world problems. - 3.N.2.7 Recognize when to round numbers and apply understanding to round numbers to the nearest ten thousand, thousand, hundred, and ten and use compatible numbers to estimate sums and differences. - 3.N.2.4 Use strategies and algorithms based on knowledge of place value and equality to fluently add and subtract multi-digit numbers. - 3.N.2.3 Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. - 3.N.2.6 Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. - 3.N.2.5 Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. - 2.3.1.2 Apply reflections (flips) to figures by reflecting over vertical or horizontal lines and relate reflections to lines of symmetry. - 4.3.3.2 Demonstrate fluency of multiplication facts with factors up to 10. - 3.N.2.2 Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. - 3.N.2.1 The student will solve practical problems related to elapsed time in one-hour increments within a 12- hour period. - 3.9b The student will tell time to the nearest minute, using analog and digital clocks. - 3.9a Use tables, bar graphs, timelines and Venn diagrams to display data sets. The data may include fractions or decimals. Understand that spreadsheet tables and graphs can be used to display data. - 4.4.1.1 Skip count by tens to 100. - K.NCC.41 Count by tens and ones from any number up to 100. - K.NCC.44 Explain that the length of a bar in a bar graph or the number of objects in a picture graph represents the number of data points for a given category. - 2.D.1.1 Organize a collection of data with up to four categories using pictographs and bar graphs with intervals of 1s, 2s, 5s or 10s. - 2.D.1.2 Write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one. - 2.D.1.3 Draw conclusions and make predictions from information in a graph. - 2.D.1.4 Draw and identify points, lines, line segments, rays, angles, perpendicular lines and parallel lines. - 4.GM.A.1 Classify two-dimensional shapes by their sides and/or angles. - 4.GM.A.2 Ask and answer questions about the total number of data points. - NC.1.MD.4.a Ask and answer questions about how many in each category. - NC.1.MD.4.b Ask and answer questions about how many more or less are in one category than in another. - NC.1.MD.4.c Construct lines of symmetry for a two-dimensional figure. - 4.GM.A.3 Tell time to the half hour. - 1.MD.13 Use reasoning to tell and write time. - 1.MD.14 Choose an appropriate tool and use it to measure a given object. - 1.MD.10 Tell time to the hour. - 1.MD.11 Tell time to the hour using analog and digital clocks. - 1.MD.12 Read and write numerals and represent a number of objects with a written numeral. - 1.NS.A.2 Understand the whole is partitioned into equal parts. - 3.NF.A.3b Count to 120, starting at any number less than 120. - 1.NS.A.1 Count to the numbers 8 and 9. - K.NCC.20 Understand the whole is the interval from 0 to 1. - 3.NF.A.3a Count by 5s to 100 starting at any multiple of five. - 1.NS.A.4 Count backward from a given number between 20 and 1. - 1.NS.A.3 Show how to make a group of ten. - K.NCC.24 Compare groups of numbers using numerals to 10. - K.NCC.27 Compare two numbers. - K.NCC.29 Understand a fraction represents the endpoint of the length a given number of partitions from 0. - 3.NF.A.3c Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a whole, parts of a set, points on a number line, or distances on a number line. - 3.1.3.1 Understand that the size of a fractional part is relative to the size of the whole. - 3.1.3.2 Count and write numbers 11 and 12. - K.NCC.32 Count and write numbers 13, 14, and 15. - K.NCC.33 Count forward from any number to a number within 20. - K.NCC.36 Solve problems involving adding and subtracting fractions and mixed numbers with like denominators. - 4.NF.B.6 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. - 4.NF.B.7 Use patterns to count to 30. - K.NCC.39 Understand addition and subtraction of fractions as joining or composing and separating or decomposing parts referring to the same whole. - 4.NF.B.4 Decompose a fraction into a sum of fractions with the same denominator and record each decomposition with an equation and justification. - 4.NF.B.5 Interpret organized data. - 1.MD.3 Solve real-world and mathematical problems requiring addition, subtraction, multiplication and division of multi-digit whole numbers. Use various strategies, including the inverse relationships between operations, the use of technology, and the context of the problem to assess the reasonableness of results. - 5.1.1.4 Estimate solutions to arithmetic problems in order to assess the reasonableness of results. - 5.1.1.3 Collect and organize information using a picture graph. - 1.MD.2 Use perseverance to solve problems about sets of data. - 1.MD.5 Use a picture graph to interpret data. - 1.MD.4 Indirectly compare objects by length. - 1.MD.7 Order objects by length. - 1.MD.6 Solve problems involving multiplication of a fraction by a whole number. - 4.NF.B.8 Use cubes and other units to compare lengths and heights of objects. - 1.MD.9 Use objects to measure length. - 1.MD.8 Organize data into categories. - 1.MD.1 Compare and order whole numbers up to 1000. - 2.1.1.5 Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. - 2.1.1.2 Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three- digit number. - 2.1.1.3 Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. - 2.1.1.1 Consider the context in which a problem is situated to select the most useful form of the quotient for the solution and use the context to interpret the quotient appropriately. - 5.1.1.2 Divide multi-digit numbers, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. Recognize that quotients can be represented in a variety of ways, including a whole number with a remainder, a fraction or mixed number, or a decimal. - 5.1.1.1 Write numerals to show how many objects are in a group. - 1.NC.6 Find better and faster ways to solve problems. - 1.NC.7 Find number patterns on a number chart. - 1.NC.4 Count to 120 using an open number line. - 1.NC.5 Represent and identify unit fractions using area and length models. - NC.3.NF.1.b Explain that a unit fraction is one of those parts. - NC.3.NF.1.a Read and write numbers 11 to 19. - 1.NC.8 Show groups of 10 with connecting cubes. - 1.NC.9 Solve multi-step problems that require measurement conversions. - 5.GM.D.9 Count by 1s to 120. - 1.NC.2 Count on a number chart to 120 - 1.NC.3 Count by 10s to 120. - 1.NC.1 Solve one- and two-step problems using categorical data represented with a frequency table, pictograph, or bar graph with scaled intervals. - 3.D.1.2 Order and compare unit fractions and fractions with like denominators by using models and an understanding of the concept of numerator and denominator. - 3.1.3.3 Relate area to the operations of multiplication and addition. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning. - M.3.22c Relate area to the operations of multiplication and addition. Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. - M.3.22b Relate area to the operations of multiplication and addition. Find the area of a rectangle with whole- number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. - M.3.22a Convert measurements of capacity, length and weight within a given measurement system. - 5.GM.D.8 Create and use input-output rules involving addition, subtraction, multiplication and division to solve problems in various contexts. Record the inputs and outputs in a chart or table. - 4.2.1.1 Relate area to the operations of multiplication and addition. Recognize area as additive and find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems. - M.3.22d Partition circles and rectangles into two and four equal shares. - NC.1.G.3 Write, evaluate and interpret numeric expressions using the order of operations. - 5.RA.B.3 Translate written expressions into algebraic expressions. - 5.RA.B.4 Summarize and construct a data set with multiple categories using a frequency table, line plot, pictograph, and/or bar graph with scaled intervals. - 3.D.1.1 Use parentheses, brackets or braces in numerical expressions and evaluate expressions with these symbols. - M.5.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. - M.5.4 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. - M.5.5 Write simple expressions that record calculations with numbers and interpret numerical expressions without evaluating them. (e.g., Express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.) - M.5.2 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. (e.g., Given the rule “Add 3” and the starting number 0 and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.) - M.5.3 Fluently multiply multi-digit whole numbers using the standard algorithm. - M.5.8 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. - M.5.9 Use place value understanding to round decimals to any place. - M.5.7 Create and analyze line and double-bar graphs with whole numbers, fractions, and decimals increments. - 5.D.1.2 Look for and make use of structure. - 1.MP.7 Attend to precision. - 1.MP.6 Look for and express regularity in repeated reasoning. - 1.MP.8 Multiply a whole number by a fraction. - 5.NC.61 Make sense of problems and persevere in solving them. - 1.MP.1 Construct viable arguments and critique the reasoning of others. - 1.MP.3 Multiply two fractions. - 5.NC.65 Reason abstractly and quantitatively. - 1.MP.2 Use models to multiply two fractions. - 5.NC.64 Use appropriate tools strategically. - 1.MP.5 Multiply fractions and whole numbers. - 5.NC.63 Model with mathematics. - 1.MP.4 Multiply a fraction by a whole number. - 5.NC.62 Locate points on a coordinate grid. - 5.G.1 Graph points on a coordinate grid. - 5.G.2 Solve real-world problems by graphing points. - 5.G.3 Classify triangles by their angles and sides. - 5.G.5 Classify quadrilaterals by their properties. - 5.G.6 Add and subtract mixed numbers using equivalent fractions and a common denominator. - 5.NC.59 Classify quadrilaterals using a hierarchy. - 5.G.7 Counting on - NC.1.OA.6.a Using a number line - NC.1.OA.6.e 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 Use multiplication to divide a whole number by a unit fraction. - 5.NC.72 Implement division of fractions to show quotients as fractions and mixed numbers. - 5.NC.71 Understand how fractions are related to division. - 5.NC.70 Creating equivalent but simpler or known sums - NC.1.OA.6.f Solve multi-step problems involving division with unit fractions. - 5.NC.76 Use models to divide whole numbers and unit fractions. Check your answer using multiplication. - 5.NC.75 Use models to divide unit fractions by non-zero whole numbers. - 5.NC.74 Use models such as pictorial models or a number line to show dividing a whole number by a unit fraction. - 5.NC.73 Compare the size of the product to the size of one factor without multiplying to consider multiplication as scaling. - 5.NC.68 Use models, equations, and previously learned strategies to multiply mixed numbers. - 5.NC.67 Find the area of a rectangle using fractions and diagrams. - 5.NC.66 Create or extend a number sequence based on a rule. Identify features of the pattern in the sequence that are not described by the rule. - 4.OA.11 Use a rule to extend a number pattern and solve a problem. Identify features of the pattern. - 4.OA.12 Use multiplication to find multiples of a given number. - 4.OA.10 Generate a shape pattern that follows a given rule and predict a shape in the pattern. - 4.OA.13 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each (e.g., describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8). - M.3.2 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). - M.3.3 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each (e.g., describe context in which a total number of objects can be expressed as 5 × 7). - M.3.1 Understand division as an unknown-factor problem (e.g., find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8). - M.3.6 Learn multiplication tables (facts) with speed and memory in order to fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows that 40 ÷ 5 = 8) or properties of operations by the end of Grade 3. - M.3.7 Determine the unknown whole number in a multiplication or division equation relating three whole numbers (e.g., determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = ? ÷ 3, 6 × 6 =?). - M.3.4 Apply properties of operations as strategies to multiply and divide (e.g., If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known: Commutative Property of Multiplication. 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30: Associative Property of Multiplication. Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56: Distributive Property. Instructional Note: Students need not use formal terms for these properties. - M.3.5 Solve two-step word problems using the four operations, represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Instructional Note: This standard is limited to problems posed with whole numbers and having whole number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations). - M.3.8 Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain those using properties of operations (e.g., observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends). - M.3.9 The student will collect, organize, and represent data in pictographs or bar graphs. - 3.15a The student will read and interpret data represented in pictographs and bar graphs. - 3.15b Draw conclusions from object graphs, picture graphs, T-charts and tallies. - 1.DS.A.2 Collect, organize and represent data with up to three categories. - 1.DS.A.1 Recognize the relative size of customary units of length and convert from a larger unit to a smaller unit. - 4.MD.5 Recognize the relative size of customary units of capacity and convert from a larger unit to a smaller unit. - 4.MD.6 Recognize the relative size of customary units of weight and convert from a larger unit to a smaller unit. - 4.MD.7 Recognize the relative size of metric units of length and convert from a larger unit to a smaller unit. - 4.MD.8 Use an understanding of place value to multiply or divide a number by 10, 100 and 1,000. - 4.N.1.2 Use strategies and algorithms based on knowledge of place value, equality and properties of operations to divide 3-digit dividend by 1-digit whole number divisors. (e.g., mental strategies, standard algorithms, partial quotients, repeated subtraction, the commutative, associative, and distributive properties). - 4.N.1.6 Read and interpret data using line plots. - 4.MD.1 Represent data using line plots and interpret data in line plots to solve problems. - 4.MD.2 Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction, and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of appropriate technology, and the context of the problem to assess the reasonableness of results. - 4.N.1.5 Recognize and use the relationship between millimeters, centimeters, and meters to measure and compare objects. - 5.GM.3.4 Estimate products of 3-digit by 1-digit or 2-digit by 2-digit whole numbers using rounding, benchmarks and place value to assess the reasonableness of results. Explore larger numbers using technology to investigate patterns. - 4.N.1.4 Solve problems involving line plots and fractions. - 4.MD.3 Recognize and use the relationship between inches, feet, and yards to measure and compare objects. - 5.GM.3.3 Multiply 3-digit by 1-digit or a 2-digit by 2-digit whole numbers, using efficient and generalizable procedures and strategies, based on knowledge of place value, including but not limited to standard algorithms. - 4.N.1.3 Use models and strategies to solve word problems. - 5.NC.20 Add and subtract decimals. - 5.NC.13 Subtract decimals to the hundredths using the standard algorithm. - 5.NC.12 Add decimals to the hundredths using the standard algorithm. - 5.NC.11 Use knowledge about place value and multiplying with 2-digit and 3-digit numbers to multiply with zeros. - 5.NC.18 Multiply 3-digit by 2-digit numbers by combining equal groups and adding partial products. - 5.NC.17 Use rounding and compatible numbers to estimate products. - 5.NC.16 Use place-value understandings and patterns to mentally multiply whole numbers and powers of 10. - 5.NC.15 Use properties and the standard algorithm for multiplication to find the product of multi-digit numbers. - 5.NC.19 Create an input/output chart or table to represent or extend a numerical pattern. - 4.A.1.1 Create growth patterns involving geometric shapes and define the single operation rule of the pattern. - 4.A.1.3 Use place-value patterns and mental math to find quotients. - 5.NC.32 Multiply decimals using the standard algorithm for multiplication and multiplication strategies. - 5.NC.30 Use place-value understanding and the standard multiplication algorithm to multiply a decimal by a whole number. - 5.NC.25 Use models to represent multiplying a decimal and a whole number. - 5.NC.24 Use rounding and compatible numbers to estimate the product of a decimal and a whole number. - 5.NC.23 Use knowledge about place value and patterns to find the product of a decimal number and a power of 10. - 5.NC.22 Use number sense and reasoning to place the decimal point in a product. - 5.NC.29 Use properties to multiply decimals. - 5.NC.28 Multiply decimals using partial products and models. - 5.NC.27 Use grids to model decimals and find the product of a decimal and a decimal. - 5.NC.26 Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. - M.3.12 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. - M.3.11 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. - M.3.13 Sketch polygons with a given number of sides or vertices (corners), such as pentagons, hexagons and octagons. - 3.3.1.2 Use place value understanding to round whole numbers to the nearest 10 or 100. - M.3.10 Identify parallel and perpendicular lines in various contexts, and use them to describe and create geometric shapes, such as right triangles, rectangles, parallelograms and trapezoids. - 3.3.1.1 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves or quarters. - M.3.19 Find the perimeter of different polygons. - 3.MD.21 Tell and write time to the nearest minute, measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes (e.g., by representing the problem on a number line diagram). - M.3.16 Use the given sides of a polygon and the known perimeter to find the unknown side length. - 3.MD.23 Find the perimeter of different polygons with common shapes. - 3.MD.22 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs (e.g., draw a bar graph in which each square in the bar graph might represent 5 pets). - M.3.18 Understand the relationship of shapes with the same area and different perimeters. - 3.MD.25 Understand the relationship of shapes with the same perimeter and different areas. - 3.MD.24 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg) and liters (l). Add, subtract, multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units (e.g., by using drawings, such as a beaker with a measurement scale) to represent the problem. Instructional Note: Exclude compound units such as cm3 and finding the geometric volume of a container. - M.3.17 Use concrete models and structured arrangements, such as repeated addition, arrays and ten frames to develop understanding of multiplication. - 2.N.2.6 Solve real-world and mathematical addition and subtraction problems involving whole numbers up to 2 digits. - 2.N.2.5 Use strategies and algorithms based on knowledge of place value and equality to add and subtract two- digit numbers. - 2.N.2.4 Use the standard algorithm for division to divide decimals by a whole number. - 5.NC.43 Demonstrate fluency with basic addition facts and related subtraction facts up to 20. - 2.N.2.2 Use models to help find quotients in problems involving decimals. - 5.NC.42 Use the relationship between addition and subtraction to generate basic facts up to 20. - 2.N.2.1 Use reason and strategies such as rounding and compatible numbers to estimate quotients in problems with decimals. - 5.NC.41 Use mental math and place-value patterns to divide a decimal by a power of 10. - 5.NC.40 Find the quotient when the divisor is a multiple of 10. - 5.NC.36 Round greater whole numbers to estimate sums and differences. - 4.NC.7 Solve division problems using partial quotients. - 5.NC.35 Add numbers to one million with and without regrouping using the standard algorithm. - 4.NC.8 Use place value and an algorithm to subtract whole numbers. - 4.NC.9 Use models to find quotients. - 5.NC.34 Use compatible numbers and place-value patterns to estimate quotients. - 5.NC.33 Use estimation to decide whether a quotient is reasonable when dividing by 2-digit divisors. - 5.NC.38 Decide where to place the first digit of the quotient when dividing whole numbers. - 5.NC.37 Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. - 1.2.2.3 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. - M.3.23 Use standard units to estimate liquid volume. - 3.MD.16 Use addition or subtraction basic facts to represent a given problem situation using a number sentence. - 1.2.2.4 Solve word problems involving addition and subtraction to measure quantities of time. - 3.MD.15 Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. - 1.2.2.1 Read and write numbers in expanded form, with numerals, and using number names. - 4.NC.1 Use a pan balance with metric weights to measure the mass of objects in grams and kilograms. - 3.MD.18 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as ¼ or the area of the shape. - M.3.25 Determine if equations involving addition and subtraction are true. - 1.2.2.2 Recognize the relationship between adjacent digits in a multi-digit number. - 4.NC.2 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), that the shared attributes can define a larger category (e.g. quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. - M.3.24 Use standard units to estimate the masses of solid objects. - 3.MD.17 Use place value to compare multi-digit numbers. - 4.NC.3 Use pictures to help solve problems about mass and volume. - 3.MD.19 Use place value to round multi-digit numbers. - 4.NC.4 Measure areas by counting unit squares (square cm, square m, square in, square ft. and improvised units). - M.3.21 Add and subtract whole numbers mentally using a variety of methods. - 4.NC.6 Use scaled bar graphs to represent data sets. - 3.MD.10 Use graphs to solve problems. - 3.MD.11 Tell and write time to the nearest minute and measure time intervals in minutes. - 3.MD.14 Show and tell time to the nearest minute using analog and digital clocks. - 3.MD.13 Find common denominators for fractions with unlike denominators. - 5.NC.50 Estimate sums and differences of fractions and mixed numbers. - 5.NC.54 Write equivalent fractions to add and subtract fractions with unlike denominators. - 5.NC.53 Subtract fractions with unlike denominators. - 5.NC.52 Add fractions with unlike denominators using equivalent fractions with a common denominator. - 5.NC.51 Construct math arguments in order to solve addition and subtraction problems. - 1.OA.9 Use the standard algorithm to divide decimals, annexing zeros as needed. - 5.NC.47 Use the standard algorithm and place-value patterns to divide a decimal by another decimal. - 5.NC.46 Solve addition problems by finding a missing addend. - 1.OA.7 Use number sense and reasoning to place the decimal point in the quotient when dividing two decimals. - 5.NC.45 Solve problems involving putting together or taking apart. - 1.OA.8 Use models to visualize the relationship between division and multiplication to divide decimals by a 2- digit whole number. - 5.NC.44 Estimate sums and differences of fractions by using the nearest half or whole number. - 5.NC.49 Solve addition problems involving situations of adding one part to another part. - 1.OA.1 Solve addition problems involving situations of putting two parts together. - 1.OA.2 Solve subtraction problems that involve comparing to find how many more objects are in one group than another group. - 1.OA.5 Solve subtraction problems that involve comparing to find how many fewer objects are in one group than another group. - 1.OA.6 Solve addition word problems by breaking apart a total number of objects. - 1.OA.3 Solve subtraction problems involving taking from a group. - 1.OA.4 The student will investigate and describe the concept of variable. - 5.19a The student will write an equation to represent a given mathematical relationship, using a variable. - 5.19b Create, describe, and extend patterns involving addition, subtraction, or multiplication to solve problems in a variety of contexts. - 3.A.1.1 Recognize the relationship between multiplying fractions and finding the areas of rectangles with fractional side lengths. - 5.NF.B.7a Calculate and interpret the product of two fractions less than one. - 5.NF.B.7c Calculate and interpret the product of a fraction by a whole number and a whole number by a fraction. - 5.NF.B.7b Count by 2s to 100 starting with any even number. - 2.RA.B.2a Express even numbers as pairings or groups of 2, and write an expression to represent the number using addends of 2. - 2.RA.B.2b Determine if equations involving addition and subtraction are true. - 1.N.2.2 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 Describe the whole as two of, or four of the shares. - NC.1.G.3.b Use rounding or compatible numbers to estimate sums and differences. - 5.NC.9 Explain that decomposing into more equal shares creates smaller shares. - NC.1.G.3.c Use properties of addition and strategies to solve problems mentally. - 5.NC.8 Describe the shares as halves and fourths, as half of and fourth of. - NC.1.G.3.a Given a conversion chart, use multiplicative reasoning to solve one-step conversion problems within a given measurement system. - NC.5.MD.1 Use place value to compare decimals through thousandths. - 5.NC.5 Represent and interpret data. - NC.5.MD.2 Read and write decimals through thousandths in different ways. - 5.NC.4 Recognize volume as an attribute of solid figures and measure volume by counting unit cubes, using cubic centimeters, cubic inches, cubic feet, and improvised units. - NC.5.MD.4 Round decimals to different places. - 5.NC.6 Use exponents to write powers of 10 and calculate products. - 5.NC.1 Represent decimals to thousandths as fractions and fractions with denominators of 1,000 as decimals. - 5.NC.3 Read and write whole numbers using standard form, expanded form, and number names. - 5.NC.2 Estimate the size of the product based on the size of the two factors. - 5.NF.B.5a Relate volume to the operations of multiplication and addition. - NC.5.MD.5 Explain why multiplying a given number by a fraction less than 1 results in a product smaller than the given number. - 5.NF.B.5c Explain why multiplying a given number by a fraction greater than 1 results in a product larger than the given number. - 5.NF.B.5b Explain why multiplying the numerator and denominator by the same number is equivalent to multiplying the fraction by 1. - 5.NF.B.5d Solve addition and subtraction problems to find unknown angles on a diagram in real-world and mathematical problems. - NC.4.MD.6.c Measure and sketch angles in whole-number degrees using a protractor. - NC.4.MD.6.b Make a representation of data and interpret data in a frequency table, scaled picture graph, and/or scaled bar graph with axes provided. - NC.3.MD.3.b Understand angles as geometric shapes that are formed wherever two rays share a common endpoint, and are measured in degrees. - NC.4.MD.6.a Solve one and two-step “how many more” and “how many less” problems using information from these graphs. - NC.3.MD.3.c Express even numbers as being composed of equal groups and write an expression to represent the number with 2 equal addends. - 2.RA.B.2c Collect data by asking a question that yields data in up to four categories. - NC.3.MD.3.a Identify arithmetic patterns and explain the patterns using properties of operations. - 3.RA.E.11 Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. - NC.5.NF.1.a Solve one- and two-step word problems in context using area and length models to develop the algorithm. Represent the word problem in an equation. - NC.5.NF.1.b Apply properties of operations as strategies to multiply and divide. - 3.RA.B.6 Read and write time to the quarter-hour on an analog and digital clock. Distinguish between a.m. and p.m. - 2.GM.3.1 The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. - 1.11a The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. - 1.11b Recognize two- and three-dimensional shapes from different perspectives and orientations. - 1.GM.A.3 Classify quadrilaterals in a hierarchy based on properties. - NC.5.G.3.b Compose and decompose two- and three-dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. - 1.GM.A.2 Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. - 1.GM.A.1 The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. - 1.12a Explain that attributes belonging to a category of quadrilaterals also belong to all subcategories of that category. - NC.5.G.3.a The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. - 1.12b Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. - 1.GM.A.4 Group tens to solve problems. - 1.NC.10 The student will identify, describe, compare, and contrast plane and solid figures according to their characteristics (number of angles, vertices, edges, and the number and shape of faces) using concrete models and pictorial representations. - 4.11 The student will classify quadrilaterals as a parallelograms, rectangles, squares, rhombi, and/or trapezoids. - 4.12 Use tens and ones to make numbers in different ways. - 1.NC.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 The student will identify, describe, create, and extend patterns found in objects, pictures, numbers, and tables. - 4.15 Use drawings to solve problems with tens and ones. - 1.NC.12 The student will recognize and demonstrate the meaning of equality in an equation. - 4.16 Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. - NC.4.NF.3.a Decompose a fraction into a sum of unit fractions and a sum of fractions with the same denominator in more than one way using area models, length models, and equations. - NC.4.NF.3.b Add and subtract fractions, including mixed numbers with like denominators, by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. - NC.4.NF.3.c Solve word problems involving addition and subtraction of fractions, including mixed numbers by writing equations from a visual representation of the problem. - NC.4.NF.3.d Find the area of two-dimensional figures by counting total number of same size unit squares that fill the shape without gaps or overlaps. - 3.GM.2.8 Develop and use formulas to determine the area of rectangles. Justify why length and width are multiplied to find the area of a rectangle by breaking the rectangle into one unit by one unit squares and viewing these as grouped into rows and columns. - 3.GM.2.2 Find perimeter of polygon, given whole number lengths of the sides, in real-world and mathematical situations. - 3.GM.2.1 Choose an appropriate measurement instrument and measure the length of objects to the nearest whole yard, whole foot, or half inch. - 3.GM.2.4 Apply the commutative, associative and distributive properties and order of operations to generate equivalent numerical expressions and to solve problems involving whole numbers. - 5.2.2.1 The student will classify triangles as right, acute, or obtuse and equilateral, scalene, or isosceles. - 5.13a Draw diagrams and write equations to solve two-step problems involving addition and subtraction of whole numbers. - 3.OA.37 The student will read, write, and identify the place and value of each digit in a nine-digit whole number. - 4.1a Draw diagrams and write equations to solve two-step problems involving multiplication and division of whole numbers. - 3.OA.38 Examine relationships between quantities in a two-step word problem by writing equations. Choose and apply the operations needed to find the answer. - 3.OA.39 The student will compare and order whole numbers expressed through millions. - 4.1b Use strategies such as skip counting and properties of operations to multiply. - 3.OA.32 The student will round whole numbers expressed through millions to the nearest thousand, ten thousand, and hundred thousand. - 4.1c Solve multiplication and division problems that involve different strategies and representations. - 3.OA.33 Use multiplication to write and solve real-world problems involving equal groups. - 3.OA.34 Use division to write and solve real-world problems involving equal groups. - 3.OA.35 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 Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. - NC.3.MD.7.a Determine the unknown whole number in a multiplication or division equation relating three whole numbers. - NC.3.OA.7.c Know from memory all products with factors up to and including 10. - NC.3.OA.7.a Illustrate and explain using the relationship between multiplication and division. - NC.3.OA.7.b Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving problems, and represent whole-number products as rectangular areas in mathematical reasoning. - NC.3.MD.7.b Use tiles and/or arrays to illustrate and explain that the area of a rectangle can be found by partitioning it into two smaller rectangles, and that the area of the large rectangle is the sum of the two smaller rectangles. - NC.3.MD.7.c Solve and justify multi-step problems involving variables, whole numbers, fractions and decimals. - 5.RA.C.5 The student will represent equivalent fractions. - 4.2b Use the Associative Property of Multiplication to group 3 factors and multiply. - 3.OA.20 Use benchmarks, area models, and number lines to compare fractions. - 4.NC.46 Use division to find equivalent fractions. - 4.NC.45 Use models or rename fractions to compare. - 4.NC.47 Solve problems involving separating parts of the same whole by subtracting fractions. - 4.NC.53 Use the Distributive Property to solve problems involving multiplication within 100. - 3.OA.14 The student will read, write, represent, and identify decimals expressed through thousandths. - 4.3a Use tools such as fraction strips, area models, and number lines to subtract fractions. - 4.NC.52 Use appropriate tools and the Distributive Property to break apart unknown facts with 3 as a factor. - 3.OA.15 Use the Distributive Property to break apart unknown facts with 4 as a factor. - 3.OA.16 Use number lines and benchmark fractions to estimate fraction sums and differences. - 4.NC.55 The student will compare and order decimals. - 4.3c Use the Distributive Property to break apart unknown facts with 6 or 7 as a factor. - 3.OA.17 The student will given a model, write the decimal and fraction equivalents. - 4.3d Count forward or backward on a number line to add or subtract. - 4.NC.54 Gain fluency in multiplication when multiplying by 0 or 1. - 3.OA.10 Gain fluency in multiplication when multiplying by 10. - 3.OA.11 Students will use number relationships and patterns to develop reasoning strategies to support their recall of the basic multiplication facts. - 3.OA.12 Solve problems involving joining parts of the same whole by adding fractions. - 4.NC.51 Describe the relative positions of objects in space. - K.GM.C.7 Decompose a fraction or mixed number into a sum of fractions in more than one way. - 4.NC.50 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 Use the Distributive Property and known facts to break apart unknown facts with 8 as a factor. - 3.OA.18 Generate equivalent numerical expressions and solve problems involving whole numbers by applying the commutative, associative, and distributive properties and order of operations (no exponents). - 5.A.2.1 Use strategies such as bar diagrams and arrays with known facts to solve multiplication problems. - 3.OA.19 Use words to compare objects according to length, size, weight, position, and location. - K.GM.2.1 The student, given a practical problem, will represent data in line plots and stem-and-leaf plots. - 5.16a The student, given a practical problem, will interpret data represented in line plots and stem-and-leaf plots. - 5.16b Add to/Take From-Result Unknown - NC.K.OA.2.a Use partial quotients and place-value understandings to divide with greater dividends. - 4.NC.39 Use partial quotients to divide. - 4.NC.38 Use a multiplication table to find the missing factor in a division problem. - 3.OA.30 Use number sense and reasoning while practicing multiplication and division basic facts. - 3.OA.31 Use objects and number lines to represent number sentences. - 2.A.2.1 Use place-value patterns and division facts to estimate quotients for 4-digit dividends. - 4.NC.35 Generate real-world situations to represent number sentences and vice versa. - 2.A.2.2 Use compatible numbers to estimate quotients. - 4.NC.34 Apply commutative and identity properties and number sense to find values for unknowns that make number sentences involving addition and subtraction true or false. - 2.A.2.3 Use place-value and drawings to divide 2- and 3-digit numbers by 1-digit numbers. - 4.NC.37 Solve division problems and interpret remainders. - 4.NC.36 The student will estimate and determine sums, differences, and products of whole numbers. - 4.4b Use properties to understand division involving 0 and 1. - 3.OA.25 Use area models to recognize and generate equivalent fractions. - 4.NC.42 The student will estimate and determine quotients of whole numbers, with and without remainders. - 4.4c Use patterns and known facts to find unknown multiplication facts. Use multiplication facts to find related division facts. - 3.OA.26 Divide 4-digit numbers by 1-digit numbers using the standard division algorithm. - 4.NC.41 Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. - 2.2.2.2 The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-step practical problems involving division with whole numbers. - 4.4d Use multiplication and division facts to find unknown values in equations. - 3.OA.27 Use multiplication to find equivalent fractions. - 4.NC.44 Use a number line to locate and identify equivalent fractions. - 4.NC.43 Use multiplication facts to divide. - 3.OA.22 Divide 2- and 3-digit numbers by 1-digit numbers using the standard division algorithm. - 4.NC.40 Use multiplication facts to find related division facts. - 3.OA.23 Use knowledge of even and odd numbers to identify multiplication patterns. - 3.OA.24 Use the multiplication table and the Distributive Property to find patterns in factors and products. - 3.OA.29 The student will demonstrate fluency with multiplication facts through 12 x 12, and the corresponding division facts. - 4.4a 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 Use fractions or decimals to solve word problems involving money. - 4.NC.68 Add fractions with denominators of 10 and 100 by using equivalent fractions. - 4.NC.67 The student will solve single-step practical problems involving addition and subtraction with fractions and mixed numbers. - 4.5c Calculate area by using unit squares to cover a plane figure with no gaps or overlaps. - 3.GM.C.9 The student will add and subtract fractions and mixed numbers having like and unlike denominators. - 4.5b Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. - 1.N.1.1 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 Find a number that is 10 more or 10 less than a given number up to 100. - 1.N.1.5 Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. - 1.N.1.4 Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. - 1.N.1.7 Compare and order whole numbers from 0 to 100. - 1.N.1.6 Use a model to understand a fraction as a multiple of a unit fraction. - 4.NC.59 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 Relate fractions and decimals with denominators of 10 to 100. - 4.NC.64 Use the four operations to solve problems involving time. - 4.NC.63 Calculate and interpret the quotient of a whole number by a unit fraction. - 5.NF.B.8b Compare decimals by reasoning about their size. - 4.NC.66 Locate and describe fractions and decimals on number lines. - 4.NC.65 Calculate and interpret the quotient of a unit fraction by a non-zero whole number. - 5.NF.B.8a Use models to multiply fractions by whole numbers. - 4.NC.60 Compare two decimals to the hundredths place using the symbols >, = or <, and justify the solution. - 4.NF.C.12 Use drawings and equations to represent and solve problems involving multiplying a whole number and a mixed number. - 4.NC.62 Use symbols and equations to multiply a fraction by a whole number. - 4.NC.61 Read, write and identify decimals to the hundredths place using number names, base ten numerals and expanded form. - 4.NF.C.11 Understand that fractions and decimals are equivalent representations of the same quantity. - 4.NF.C.10 The student will add and subtract with decimals. - 4.6a The student will solve single-step and multistep practical problems involving addition and subtraction with decimals. - 4.6b Use different strategies to solve word problems with 3 addends. - 1.OA.39 Find the missing numbers in equations to make them true. - 1.OA.38 Determine if addition and subtraction equations are true or false. - 1.OA.37 Find the unknown number in an equation. - 1.OA.36 Use reasoning to write and solve number stories. - 1.OA.35 Count to 100 by ones and tens. - K.NS.A.1 Construct math arguments using fractions. - 3.NC.36 Count forward beginning from a given number between 1 and 20. - K.NS.A.2 Solve different types of addition and subtraction problems with unknowns in different positions. - 1.OA.34 Use fraction names to represent whole numbers. - 3.NC.35 Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences. - 3.2.2.1 Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. - 3.2.2.2 Use number sense and regrouping to subtract across zeros. - 4.NC.10 Use precision to determine the missing number or symbol in an equation. - 1.OA.42 Solve word problems involving comparisons. - 1.OA.41 Put together/Take Apart-Addend Unknown - NC.1.OA.1.b Use different strategies to add three numbers. - 1.OA.40 Add to/Take from-Change Unknown - NC.1.OA.1.a 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 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 Identify points, lines, line segments, rays, angles, endpoints, and parallel and perpendicular lines in various contexts. - 4.GM.1.1 Describe, classify, and sketch quadrilaterals, including squares, rectangles, trapezoids, rhombuses, parallelograms, and kites. Recognize quadrilaterals in various contexts. - 4.GM.1.2 Count backward from a given number between 10 and 1. - K.NS.A.3 Read and write numerals and represent a number of objects from 0 to 20. - K.NS.A.4 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 The student will given the equivalent measure of one unit, identify equivalent measures of length, weight/mass, and liquid volume between units within the U.S. Customary system. - 4.8c The student will solve practical problems that involve length, weight/mass, and liquid volume in U.S. Customary units. - 4.8d Use an open number line to add 3-digit numbers. - 2.NC.47 Use different strategies to find products when one factor is a multiple of 10. - 3.NC.19 Add 3-digit numbers using mental math strategies. - 2.NC.48 Use properties of multiplication to find products when one factor is a multiple of 10. - 3.NC.18 Add 3-digit numbers using partial sums. - 2.NC.49 Use an open number line to find products when one factor is a multiple of 10. - 3.NC.17 Subtract a 3-digit number from another 3-digit number with one or more zeros by using the standard algorithm. - 3.NC.15 Subtract 3-digit numbers using the standard algorithm. - 3.NC.14 Subtract multi-digit numbers using the expanded algorithm. - 3.NC.13 Use place value and partial products to calculate products of 2-digit by 2-digit multiplication problems. - 4.NC.28 Use the Distributive Property and an area model to multiply two 2-digit numbers. - 4.NC.27 Use area models and place-value strategies to multiply 2-digit numbers by multiples of 10. - 4.NC.29 Estimate products for 2-digit by 2-digit multiplication problems by rounding the factors to multiples of ten. - 4.NC.24 Use models and properties of operations to multiply 2-digit numbers by multiples of ten. - 4.NC.23 Use arrays, place value, partial products, and properties of operations to multiply two 2-digit numbers. - 4.NC.26 Use compatible numbers to estimate products of 2-digit by 2-digit multiplication problems. - 4.NC.25 Use models and algorithms to solve 2-digit by 2-digit multiplication problems. - 4.NC.31 Use the expanded and the standard algorithm to multiply 2-digit by 2-digit numbers. Estimate to check if products are reasonable. - 4.NC.30 Use mental-math and place-value strategies to divide multiples of 10 and 100 by 1-digit divisors. - 4.NC.33 Make the numbers 14, 15, and 16. - K.NC.2 Make the numbers 17, 18, and 19. - K.NC.3 Find parts of the numbers 14, 15, and 16. - K.NC.5 Use models to add 3-digit numbers. - 2.NC.50 Determine and draw the whole (unit) given one part (unit fraction). - 3.NC.23 Use different addition strategies and explain why they work. - 2.NC.51 Use a fraction to represent multiple copies of a unit fraction. - 3.NC.22 Understand how to read and write unit fractions for equal-size parts of a region. - 3.NC.21 Subtract 10 or 100 mentally using place-value strategies. - 2.NC.53 Use an open number line to count back to subtract 3-digit numbers. - 2.NC.54 Use an open number line to add up to subtract 3-digit numbers. - 2.NC.55 Use models to subtract 3-digit numbers. - 2.NC.57 Understand place value and count by hundreds to 1,000. - 2.NC.36 Use place-value blocks and drawings to model and write 3-digit numbers. - 2.NC.37 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 Tell the value of a digit by where it is placed in a number. - 2.NC.38 Find equivalent fractions that name the same part of the whole. - 3.NC.29 Compare-Difference Unknown - NC.1.OA.1.c Compare two numerals, between 1 and 10, and determine which is more than or less than the other. - K.NS.C.11 Read and write 3-digit numbers in expanded form, standard form, and word form. - 2.NC.39 Decompose numbers less than or equal to 10 in more than one way. - K.RA.A.3 Measure length to the nearest half inch and show the data on a line plot. - 3.NC.27 Make 10 for any number from 1 to 9. - K.RA.A.4 Measure length to the nearest fourth inch and show the data on a line plot. - 3.NC.26 Represent addition and subtraction within 10. - K.RA.A.1 Understand how to interpret number sentences involving multiplication, division and unknowns. Use real-world situations involving multiplication or division to represent number sentences. - 4.2.2.1 Represent fractions greater than 1 on a number line. - 3.NC.25 Demonstrate fluency for addition and subtraction within 5. - K.RA.A.2 Represent fractions on a number line. - 3.NC.24 Use place value and partial products to multiply 3- and 4-digit numbers by 1-digit numbers. - 4.NC.17 Use arrays and partial products to multiply 3- and 4-digit numbers by 1-digit numbers. - 4.NC.16 Use the standard algorithm to multiply 4-digit numbers by 1-digit numbers. - 4.NC.19 Use place value and the standard algorithm to multiply 2-and 3-digit numbers by 1-digit numbers. - 4.NC.18 Quarters, dimes, nickels, and pennies within 99¢, using ¢ symbols appropriately. - NC.2.MD.8.a Write and solve problems involving addition and subtraction within 100. - 2.NBT.C.11 Model sums and differences of decimals. - 5.NC.10 Use rounding to estimate products and check if answers are reasonable. - 4.NC.13 Multiply multiples of 10, 100, and 1,000 using mental math and place-value strategies - 4.NC.12 Use place value and properties of operations to multiply mentally. - 4.NC.15 Whole dollar amounts, using the $ symbol appropriately. - NC.2.MD.8.b Use the Distributive Property to multiply larger numbers. - 4.NC.14 Use the standard algorithm to multiply 2-, 3-, and 4-digit numbers by 1-digit numbers. Estimate to check if answers are reasonable. - 4.NC.20 Use mental-math strategies to multiply 2-digit by 2-digit multiples of ten. - 4.NC.22 Use a number line to compare fractions. - 3.NC.34 Make and name a number in different ways to show the same value. - 2.NC.40 Use benchmark numbers to compare fractions. - 3.NC.33 Use place-value patterns to mentally count by 1s and 10s from a given number. - 2.NC.41 Use models such as fraction strips to compare fractions that refer to the same whole and have the same numerator. - 3.NC.32 Skip count by 5s, 10s, and 100s using a number line. - 2.NC.42 Use models such as fraction strips to compare fractions that refer to the same whole and have the same denominator. - 3.NC.31 Solve simple put-together, take-apart, and compare problems using information presented in a picture and a bar graph. - NC.2.MD.10.b Compare numbers using place value. - 2.NC.43 Represent equivalent fractions on a number line. - 3.NC.30 Draw a picture graph and a bar graph with a single-unit scale to represent a data set. - NC.2.MD.10.a Add 10 or 100 mentally using place value. - 2.NC.46 Solve one- and two-step problems using addition or subtraction. - 2.NC.25 Exchange 1 ten for 10 ones. - 2.NC.27 Use place value and models to subtract 2-digit and 1-digit numbers. - 2.NC.28 Interpret a multiplication equation as a comparison (e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5). Represent verbal statements of multiplicative comparisons as multiplication equations. - M.4.1 Use place value and regrouping to subtract. - 2.NC.29 Multiply or divide to solve word problems involving multiplicative comparison (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem) and distinguish multiplicative comparison from additive comparison. - M.4.2 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. (e.g., Given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.) - M.4.5 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right (e.g., recognize that 700 ÷ 70 = 10 by applying concepts of place value and division). - M.4.6 Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. - M.4.3 Find all factor pairs for a whole number in the range 1–100, recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite. - M.4.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. - NC.2.OA.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm. - M.4.9 Demonstrate fluency with addition and subtraction, within 20, using mental strategies. - NC.2.OA.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, = and < symbols to record the results of comparisons. - M.4.7 Use place value understanding to round multi-digit whole numbers to any place. - M.4.8 Estimate solutions to division problems in order to assess the reasonableness of results. - 5.N.1.1 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number (e.g., use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. In general, n × (a/b) = (n × a)/b). - M.4.15b Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Understand a fraction a/b as a multiple of 1/b, (e.g., use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4)). - M.4.15a Solve real-world and mathematical problems requiring addition, subtraction, multiplication, and division of multi-digit whole numbers. Use various strategies, including the inverse relationships between operations, the use of technology, and the context of the problem to assess the reasonableness of results. - 5.N.1.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Solve word problems involving multiplication of a fraction by a whole number by using visual fraction models and equations to represent the problem (e.g., If each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?). - M.4.15c Divide multi-digit numbers, by one- and two-digit divisors, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. - 5.N.1.2 Recognize that quotients can be represented in a variety of ways, including a whole number with a remainder, a fraction or mixed number, or a decimal and consider the context in which a problem is situated to select and interpret the most useful form of the quotient for the solution. - 5.N.1.3 Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. - NC.3.OA.3.a Demonstrate fluency with addition and subtraction of whole numbers. - 4.NBT.A.5 Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem. - NC.3.OA.3.b Use multiplication, division and unknowns to represent a given problem situation using a number sentence. Use number sense, properties of multiplication, and the relationship between multiplication and division to find values for the unknowns that make the number sentences true. - 4.2.2.2 Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, and justify the solution. - 4.NBT.A.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, and justify the solution. - 4.NBT.A.7 Use place value and models to subtract 2-digit numbers. - 2.NC.30 Use place value to subtract 2-digit numbers. - 2.NC.31 Add to check subtraction. - 2.NC.32 Subtract 2-digit numbers and decide when to regroup and when not to regroup. - 2.NC.33 Use models and equations to solve word problems. - 2.NC.34 Add three or four 2-digit numbers. - 2.NC.14 Use mental math strategies and models to add more than two numbers. - 2.NC.15 Use drawings, models, and equations to solve one- and two-step problems. - 2.NC.16 Make models to help solve math problems. - 2.NC.17 Use a hundred chart to subtract tens and ones. - 2.NC.18 Use an open number line to subtract tens. - 2.NC.19 Add, subtract, multiply, and divide to solve one-step word problems involving whole-number measurements of length, mass, and capacity that are given in metric units. - NC.4.MD.1.b Measure to solve problems involving metric units: centimeter, meter, gram, kilogram, Liter, milliliter. - NC.4.MD.1.a Compare two fractions using the symbols >, = or <, and justify the solution. - 4.NF.A.3 Explain and/or illustrate why two fractions are equivalent. - 4.NF.A.1 Recognize and generate equivalent fractions. - 4.NF.A.2 Understand the fraction a/b, with a > 1, as the sum of a of the fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. - M.4.14a Understand the fraction a/b, with a > 1, as the sum of a of the fractions 1/b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation and justify decompositions by using a visual fraction model (e.g., 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8). - M.4.14b Understand the fraction a/b, with a > 1, as the sum of a of the fractions 1/b. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators by using visual fraction models and equations to represent the problem. - M.4.14d Add three or more numbers using the standard algorithm. - 3.NC.12 Add 3-digit numbers using the standard algorithm. - 3.NC.11 Add two 3-digit numbers by breaking apart problems into simpler problems. - 3.NC.10 Use an open number line to subtract tens and ones. - 2.NC.20 Add up to subtract using an open number line. - 2.NC.21 Break apart 1-digit numbers to make it easier to subtract mentally. - 2.NC.22 Break apart 2-digit numbers to make it easier to subtract. - 2.NC.23 Make numbers that are easier to subtract, and use mental math to find the difference. - 2.NC.24 Use an open number line to solve subtraction problems. - 1.NC.31 Use addition to subtract tens. - 1.NC.32 Use a hundred chart to subtract a multiple of 10 from another multiple of 10. - 1.NC.30 Use attributes to describe different objects. - K.MD.8 Model thinking to solve problems. - 1.NC.35 Use mental math to subtract ten from a two-digit number. - 1.NC.33 Compare objects by length and height. - K.MD.5 Use different strategies to subtract. - 1.NC.34 Model and solve problems by drawing a picture and writing an equation. - 1.NC.28 Use models to subtract tens. - 1.NC.29 Add 2 two-digit numbers. - 1.NC.26 Solve addition problems using different strategies. - 1.NC.27 Add using place value and partial sums. - 2.NC.10 Add numbers using partial sums. - 2.NC.11 Use models to add 2-digit numbers and then explain the work. - 2.NC.12 Add 2-digit numbers and then explain the work. - 2.NC.13 Add 2 multiples of 10. - 1.NC.20 Use mental math to add tens to two-digit numbers. - 1.NC.21 Solve addition problems by using blocks or drawings. - 1.NC.24 Round multi-digit whole numbers to any place. - 4.NBT.A.1 Make a ten to help solve addition problems. - 1.NC.25 Read, write and identify multi-digit whole numbers up to one million using number names, base ten numerals and expanded form. - 4.NBT.A.2 Use a hundred chart to add tens and ones. - 1.NC.22 Interpret comparisons as multiplication or addition equations. - 4.OA.1 Compare two multi-digit numbers using the symbols >, = or <, and justify the solution. - 4.NBT.A.3 Use a number line to solve addition problems. - 1.NC.23 Understand that in a multi-digit whole number, a digit represent 10 times what it would represents in the place to its right. - 4.NBT.A.4 Identify and estimate angles and their measure. - 4.GM.B.4 Draw and measure angles in whole-number degrees using a protractor. - 4.GM.B.5 Solve two-step problems by finding and solving the hidden question first. - 4.OA.3 Compare two numbers using a greater than, a less than, or an equal to sign. - 1.NC.17 Compare and write two-digit numbers that are greater than or less than other two-digit numbers. - 1.NC.18 Count how many objects are in different categories. - K.MD.2 Use multiplication and division to compare two quantities. - 4.OA.2 Use a hundred chart to find 1 more, 1 less, and 10 more, 10 less. - 1.NC.15 Classify objects into categories and tell why they are in each category. - K.MD.1 Solve multi-step problems by finding and solving hidden questions first. - 4.OA.4 Use place-value blocks to compare 2 two-digit numbers. - 1.NC.16 Use multiplication to find all the factor pairs for a whole number. - 4.OA.7 Use arrays to find the factors of a given whole number. - 4.OA.6 Make sense of a problem and find the best way to solve it. - 1.NC.19 Use factors to determine whether a whole number greater than 1 is prime or composite. - 4.OA.9 Compare benchmark fractions (¼, ?, ½, ?, ¾) and decimals (0.25, 0.50, 0.75) in real-world and mathematical situations. - 4.N.2.8 Compare and order decimals and whole numbers using place value, a number line and models such as grids and base 10 blocks. - 4.N.2.7 Represent, read and write decimals up to at least the hundredths place in a variety of contexts including money. - 4.N.2.6 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g. by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. - M.2.3 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. - M.2.4 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g. by using drawings and equations with a symbol for the unknown number to represent the problem). - M.2.1 Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. - M.2.2 Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. - 1.3.1.1 Read and write numbers to 1000 using base-ten numerals, number names and expanded form. - M.2.7 Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. - 1.3.1.2 Compare two three-digit numbers based on meanings of the hundreds, tens and ones digits, using >, = and < symbols to record the results of comparisons. - M.2.8 Understand that the three digits of a three-digit number represent amounts of hundreds, tens and ones (e.g., 706 equals 7 hundreds, 0 tens and 6 ones). Understand the following as special cases: - M.2.5 Count within 1000 and skip-count by 5s, 10s and 100s. - M.2.6 Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. - M.2.9 Recognize and draw examples and non-examples of types of quadrilaterals including rhombuses, rectangles, squares, parallelograms, and trapezoids. - NC.3.G.1.b Name shapes as flat or solid. - K.G.1 Demonstrate the ability to measure length or distance using objects. - 1.GM.B.7 Investigate, describe, and reason about composing triangles and quadrilaterals and decomposing quadrilaterals. - NC.3.G.1.a Analyze and compare 2.D shapes. - K.G.8 Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. - NC.2.NBT.5.a Analyze and compare 3.D shapes. - K.G.9 Comparing addition and subtraction strategies, and explaining why they work. - NC.2.NBT.5.b Selecting an appropriate strategy in order to efficiently compute sums and differences. - NC.2.NBT.5.c Describe positions of shapes in the environment. - K.G.7 Identify and describe squares and other rectangles. - K.G.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. - NC.4.MD.3.c Solve problems involving a fixed area and varying perimeters and a fixed perimeter and varying areas. - NC.4.MD.3.b Find areas of rectilinear figures with known side lengths. - NC.4.MD.3.a Extend the concept of division to divide unit fractions and whole numbers by using visual fraction models and equations. - 5.NF.B.8 Analyze patterns and graph ordered pairs generated from number sequences. - 5.OA.8 Extend the concept of multiplication to multiply a fraction or whole number by a fraction. - 5.NF.B.7 Use tables to identify relationships between patterns. - 5.OA.7 Solve problems involving addition and subtraction of fractions and mixed numbers with unlike denominators, and justify the solution. - 5.NF.B.6 Justify the reasonableness of a product when multiplying with fractions. - 5.NF.B.5 Compare the lengths of two objects indirectly by using a third object. - 1.GM.B.6 Estimate results of sums, differences and products with fractions and decimals to the thousandths. - 5.NF.B.4 Interpret numerical expressions without evaluating them. - 5.OA.4 Order three or more objects by length. - 1.GM.B.5 Write simple expressions that show calculations with numbers. - 5.OA.3 Analyze numerical patterns. - 5.OA.6 Evaluate expressions with parentheses, brackets, and braces. - 5.OA.2 Use the order of operations to evaluate expressions. - 5.OA.1 Represent and rename equivalent fractions using fraction models (e.g. parts of a set, area models, fraction strips, number lines). - 4.N.2.1 Represent tenths and hundredths with concrete models, making connections between fractions and decimals. - 4.N.2.5 Use fraction models to add and subtract fractions with like denominators in real-world and mathematical situations. - 4.N.2.4 Decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations (e.g., ¾ = ¼ + ¼ + ¼). - 4.N.2.3 Use benchmark fractions (0, ¼, ?, ½, ?, ¾, 1) to locate additional fractions on a number line. Use models to order and compare whole numbers and fractions less than and greater than one using comparative language and symbols. - 4.N.2.2 Add up to four two-digit numbers using strategies based on place value and properties of operations. - M.2.10 Convert metric units of length. - 5.MD.10 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones and sometimes it is necessary to compose or decompose tens or hundreds. - M.2.11 Mentally add 10 or 100 to a given number 100-900 and mentally subtract 10 or 100 from a given number 100-900. - M.2.12 Convert metric units of mass. - 5.MD.12 Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. - M.2.13 Convert metric units of capacity. - 5.MD.11 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units (e.g., by using drawings, such as drawings of rulers), and equations with a symbol for the unknown number to represent the problem. - M.2.18 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2… and represent whole-number sums and differences within 100 on a number line diagram. - M.2.19 Solve problems using data in a line plot. - 5.MD.17 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. - M.2.14 Measure the length of an object twice, using length units of different lengths for the two measurements, describe how the two measurements relate to the size of the unit chosen. - M.2.15 Solve real-world problems with measurement conversions. - 5.MD.13 Estimate lengths using units of inches, feet, centimeters, and meters. - M.2.16 Organize and display data in a line plot. - 5.MD.16 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. - M.2.17 Read and analyze line plots. - 5.MD.15 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately (e.g., If you have 2 dimes and 3 pennies, how many cents do you have?). - M.2.21 Generate measurement data by measuring lengths of several objects to the nearest whole unit or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. - M.2.22 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. - M.2.23 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces (sizes are compared directly or visually, not compared by measuring). Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. - M.2.24 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. - M.2.20 Measure distances around objects. - 3.3.2.3 Find the perimeter of a polygon by adding the lengths of the sides. - 3.3.2.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. - M.2.25 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. - M.2.26 Use place value to compare and order whole numbers up to 1,000 using comparative language, numbers, and symbols (e.g., 425 > 276, 73 < 107, page 351 comes after page 350, 753 is between 700 and 800). - 2.N.1.6 Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three- digit number. - 2.N.1.4 Use place value to describe whole numbers between 10 and 1,000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1,000 is 10 hundreds. - 2.N.1.3 Read, write, discuss, and represent whole numbers up to 1,000. Representations may include numerals, words, pictures, tally marks, number lines and manipulatives. - 2.N.1.1 Compose and decompose numbers from 11 to 19 into sets of tens with additional ones. - K.NBT.A.1 Compare two fractions with different numerators and different denominators, using the denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >,=, or <, and justify the conclusions by: - NC.4.NF.2 Explain why a fraction is equivalent to another fraction by using area and length fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. - NC.4.NF.1 Compare two decimals to hundredths by reasoning about their size using area and length models, and recording the results of comparisons with the symbols >, =, or <. Recognize that comparisons are valid only when the two decimals refer to the same whole. - NC.4.NF.7 Use decimal notation to represent fractions. - NC.4.NF.6 Understand and justify decompositions of fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100. - NC.4.NF.3 Analyze and describe the properties of prisms and pyramids. - 5.GM.A.3 Classify figures in a hierarchy based on properties. - 5.GM.A.2 Use number sense, properties of multiplication and the relationship between multiplication and division to solve problems and find values for the unknowns represented by letters and symbols that make number sentences true. - 4.A.2.1 Understand that attributes belonging to a category of figures also belong to all subcategories. - 5.GM.A.1 Use estimation strategies to assess reasonableness of answers. - NC.3.NBT.2.a Solve for unknowns in problems by solving open sentences (equations) and other problems involving addition, subtraction, multiplication, or division with whole numbers. Use real-world situations to represent number sentences and vice versa. - 4.A.2.2 Model and explain how the relationship between addition and subtraction can be applied to solve addition and subtraction problems. - NC.3.NBT.2.b Use different ways to solve two-step problems. - 2.OA.19 Use expanded form to decompose numbers and then find sums and differences. - NC.3.NBT.2.c Model problems using equations with unknowns in any position. - 2.OA.16 The student will sort and classify concrete objects according to one or two attributes. - 1.13 Model problems using equations, drawings, arrays, and bar diagrams. - 2.OA.15 The student will use nonstandard units to measure and compare length, weight, and volume. - 1.10 Model and solve two-step problems using equations. - 2.OA.18 Use drawings and equations to make sense of the words in problems. - 2.OA.17 Use different ways to tell if a group of objects shows an even or odd number. - 2.OA.12 Tell if a group of objects is even or odd. - 2.OA.11 Make arrays with equal rows or equal columns to solve addition problems. - 2.OA.14 Find the total number of objects in a set of rows and columns. - 2.OA.13 The student will solve practical problems that involve determining perimeter and area in U.S. Customary and metric units. - 4.7 Use half units when measuring distances. - 3.3.2.1 100 can be thought of as a bundle of ten tens – called a “hundred.” - M.2.5a Numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight or nine hundreds, and 0 tens and 0 ones. - M.2.5b The student will identify, describe, extend, create, and transfer growing and repeating patterns. - 1.14 The student will demonstrate an understanding of equality through the use of the equal symbol. - 1.15 Unitize by making a hundred from a collection of ten tens. - NC.2.NBT.1.a Demonstrate that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds, with 0 tens and 0 ones. - NC.2.NBT.1.b Compose and decompose numbers using various groupings of hundreds, tens, and ones. - NC.2.NBT.1.c The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. - 1.1d Recognize and draw shapes having specified attributes, such as a given number of angles or sides. - 2.GM.A.1 Partition a rectangle into rows and columns of same-size squares and count to find the total number of squares. - 2.GM.A.2 Partition circles and rectangles into two, three or four equal shares, and describe the shares and the whole. - 2.GM.A.3 The student will write the numerals 0 to 110 in sequence and out-of-sequence. - 1.1b The student will count backward orally by ones when given any number between 1 and 30. - 1.1c The student will count forward orally by ones to 110, starting at any number between 0 and 110. - 1.1a The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. - 1.2c 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 Partition a regular polygon using physical models and recognize when those parts are equal. - 1.N.3.1 Explain that equal shares of identical wholes need not have the same shape. - NC.2.G.3.c Describe the shares using the words halves, thirds, half of, a third of, fourths, fourth of, quarter of. - NC.2.G.3.a Describe the whole as two halves, three thirds, four fourths. - NC.2.G.3.b Choose and use any strategy to add two-digit numbers. - 2.NC.7 Use drawings and equations to solve one-step and two-step problems. - 2.NC.8 Break apart numbers into tens and ones to find their sum. - 2.NC.5 Break apart addends and combine them in different ways to make numbers that are easy to add mentally. - 2.NC.6 Use an open number line to add tens and ones within 100. - 2.NC.3 Add within 100 using place-value strategies. - 2.NC.4 Add within 100 using place-value strategies and a hundred chart. - 2.NC.1 Add tens to two-digit numbers using an open number line. - 2.NC.2 A two-digit number and a one-digit number - NC.1.NBT.4.a A two-digit number and a multiple of 10 - NC.1.NBT.4.b The student will represent and solve practical problems involving equal sharing with two or four sharers. - 1.4a The student will represent and name fractions for halves and fourths, using models. - 1.4b Add and subtract whole numbers up to and including 1,000. - NC.3.NBT.2 Use concrete and pictorial models, based on place value and the properties of operations, to find the product of a one-digit whole number by a multiple of 10 in the range 10–90. - NC.3.NBT.3 The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). - 1.5a Counting to 100 by ones. - NC.K.CC.1.a Counting to 100 by tens. - NC.K.CC.1.b Use data shown in a line plot to answer questions. - 3.DS.A.4 Create a line plot to represent data. - 3.DS.A.3 Solve one- and two-step problems using information presented in bar and/or picture graphs. - 3.DS.A.2 Create frequency tables, scaled picture graphs and bar graphs to represent a data set with several categories. - 3.DS.A.1 The student will recognize and describe with fluency part-whole relationships for numbers up to 10. - 1.7a Demonstrate fluency with products within 100. - 3.RA.C.8 Compose structures with three-dimensional shapes. - 1.GM.1.3 Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers. - 3.RA.C.7 Compose and decompose larger shapes using smaller two-dimensional shapes. - 1.GM.1.2 Recognize and combine groups with totals up to 5 (conceptual subitizing). - NC.K.OA.6 Identify trapezoids and hexagons by pointing to the shape when given the name. - 1.GM.1.1 Demonstrate fluency with addition and subtraction within 5. - NC.K.OA.5 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 The student will demonstrate fluency with addition and subtraction within 10. - 1.7b Represent addition and subtraction, within 10: - NC.K.OA.1 Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres. - 1.GM.1.4 Create and use rules, tables, spreadsheets and graphs to describe patterns of change and solve problems. - 5.2.1.1 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 equations to show the parts of 8 and 9. - K.OA.24 Understand that the two digits of a two-digit number represent amounts of tens and ones. - NC.1.NBT.2 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles. - M.4.23a 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 Count to 150, starting at any number less than 150. - NC.1.NBT.1 Find number partners for 10. - K.OA.27 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: An angle that turns through b one-degree angles is said to have an angle measure of b degrees. - M.4.23b Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. - 2.3.3.2 Solve related addition and subtraction equations. - K.OA.20 Estimate measures and use a ruler to measure length and height to the nearest inch. - 2.MD.9 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 Tell time and use reasoning to state if the event is happening in the a.m. or p.m. - 2.MD.7 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 Estimate the length of an object by relating the length of the object to a measurement I know. - 2.MD.8 Understand that each successive number name refers to a quantity that is one larger. - M.K.4c Tell time to the nearest five minutes. - 2.MD.5 Say the time in different ways. - 2.MD.6 Solve problems with dollar bills. - 2.MD.3 Solve problems with coins. - 2.MD.1 Solve problems with dollar bills and coins that model 100 cents. - 2.MD.2 Construct viable arguments and critique the reasoning of others. - 3.MP.3 Solve whole number division problems involving variables in which remainders need to be interpreted, and justify the solution. - 4.RA.A.3 The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. - 1.9a Solve multi-step whole number problems involving the four operations and variables and using estimation to interpret the reasonableness of the answer. - 4.RA.A.2 Represent subtraction as taking away from a whole. - K.OA.12 Use the minus sign in an equation. - K.OA.15 Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, = and < symbols to record the results of comparisons. - M.5.6b Use sharing to separate equal groups and to think about division. - 3.OA.5 Use repeated subtraction to show the relationship between division and subtraction. - 3.OA.6 Gain fluency in multiplication when using 2and 5 as factors. - 3.OA.8 Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base- ten numerals, number names and expanded form (e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000)). - M.5.6a Use repeated addition to show the relationship between multiplication and addition. - 3.OA.1 Use number lines to join equal groups. - 3.OA.2 Use arrays as one way to think about and understand multiplication. - 3.OA.3 Understand and use the Commutative Property of Multiplication. - 3.OA.4 Build 2.D shapes that match given attributes. - K.G.13 Use materials to build 3.D shapes. - K.G.14 Gain fluency in multiplication when using 9 as a factor. - 3.OA.9 Count 4 and 5 objects. - K.NCC.4 Analyze and compare 2.D and 3.D shapes. - K.G.10 Demonstrate an understanding of concepts of time and devices that measure time. - K.GM.B.3 Identify pennies, nickels, dimes and quarters. - K.GM.B.5 Classify quadrilaterals and triangles based on angle measure, side lengths, and the presence or absence of parallel or perpendicular lines. - NC.4.G.2 Recognize symmetry in a two-dimensional figure, and identify and draw lines of symmetry. - NC.4.G.3 Draw and identify points, lines, line segments, rays, angles, and perpendicular and parallel lines. - NC.4.G.1 Use tables and rules of up to two operations to describe patterns of change and make predictions and generalizations about real-world and mathematical problems. - 5.A.1.1 Use a rule or table to represent ordered pairs of whole numbers and graph these ordered pairs on a coordinate plane, identifying the origin and axes in relation to the coordinates. - 5.A.1.2 Identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably. - K.GM.1.3 Compose free-form shapes with blocks. - K.GM.1.5 Use smaller shapes to form a larger shape when there is an outline to follow. - K.GM.1.4 Tell time to the quarter-hour and distinguish between a.m. and p.m. - 2.3.3.1 Use basic shapes and spatial reasoning to represent objects in the real world. - K.GM.1.6 Recognize squares, circles, triangles, and rectangles. - K.GM.1.1 The student will sort and classify objects according to one attribute. - K.12 The student will identify, describe, create, express, and extend number patterns found in objects, pictures, numbers and tables. - 5.18 Express the length of an object as a whole number of non-standard length units. - NC.1.MD.2.a Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. - NC.1.MD.2.b Convert customary units of length. - 5.MD.7 Convert Customary Units of weight. - 5.MD.9 Convert customary units of capacity. - 5.MD.8 Find the volume of prisms in different ways. - 5.MD.3 Round whole numbers to the nearest 10 or 100. - 3.NBT.A.1 Find the volume of rectangular prisms using a formula. - 5.MD.2 Use models, prior knowledge of volumes, and previously learned strategies to solve word problems involving volume. - 5.MD.5 Find the volume of a solid figure that is the combination of two or more rectangular prisms. - 5.MD.4 Multiply whole numbers by multiples of 10 in the range 10-90. - 3.NBT.A.4 Demonstrate fluency with addition and subtraction within 1000. - 3.NBT.A.3 Find the volume of solid figures. - 5.MD.1 Read, write and identify whole numbers within 100,000 using base ten numerals, number names and expanded form. - 3.NBT.A.2 Interpret the reasonableness of answers using mental computation and estimation strategies including rounding. - 3.RA.D.10 Estimate and measure the length and height of objects in inches, feet, and yards. - 2.MD.11 Estimate measures and use tools to measure the length and height of objects to the nearest inch, foot, and yard. - 2.MD.10 Multiply or divide to solve problems involving a multiplicative comparison. - 4.RA.A.1 Tell how much longer one object is than another. - 2.MD.15 Measure the length and height of objects using different metric units. - 2.MD.14 Estimate measures and use a ruler, meter stick, or tape measure to measure length and height to the nearest centimeter or meter. - 2.MD.13 Estimate measures and use a ruler to measure length and height to the nearest centimeter. - 2.MD.12 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 will represent and identify equivalencies among fractions and decimals, with and without models. - 5.2a The student will compare and order fractions, mixed numbers, and/or decimals in a given set, from least to greatest and greatest to least. - 5.2b 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 Reasoning about their size and using area and length models. - NC.4.NF.2.a Using benchmark fractions 0, ½, and a whole. - NC.4.NF.2.b Given 20 objects arranged in a line, a rectangular array, and a circle, identify how many. - NC.K.CC.5.c Comparing common numerator or common denominators. - NC.4.NF.2.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 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 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 Count forward, with and without objects, from any given number up to 10. - K.N.1.5 Demonstrate understanding of addition and subtraction by making connections among representations. - NC.K.OA.1.b Measure the lengths of objects and make a line plot to organize the data. - 2.MD.22 Demonstrate that two fractions are equivalent if they are the same size, or the same point on a number line. - 3.NF.A.4 Recognize and generate equivalent fractions using visual models, and justify why the fractions are equivalent. - 3.NF.A.5 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. - 1.RA.A.4 Compare two fractions with the same numerator or denominator using the symbols >, = or <, and justify the solution. - 3.NF.A.6 Add and subtract on a number line. - 2.MD.20 Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. - 1.RA.A.3 Explain why fraction comparisons are only valid when the two fractions refer to the same whole. - 3.NF.A.7 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 Represent, create, describe, complete, and extend growing and shrinking patterns with quantity and numbers in a variety of real-world and mathematical contexts. - 2.A.1.1 Identify quadrilaterals and use attributes to describe them. - 3.G.1 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 Draw conclusions for graphs. - 2.MD.25 Understand a unit fraction as the quantity formed by one part when a whole is partitioned into equal parts. - 3.NF.A.1 Draw picture graphs and use them to solve problems. - 2.MD.24 Understand that when a whole is partitioned equally, a fraction can be used to represent a portion of the whole. - 3.NF.A.2 Draw bar graphs and use them to solve problems. - 2.MD.23 Represent fractions on a number line. - 3.NF.A.3 Add and subtract to solve measurement problems by using drawings and equations. - 2.MD.19 The student will tell how many are in a given set of 20 or fewer objects by counting orally. - K.1a Add or subtract to solve problems about measurements. - 2.MD.18 Solve problems by adding or subtracting length measurements. - 2.MD.17 Classify shapes according to their attributes. - 3.G.2 Analyze and compare quadrilaterals and group them by their attributes. - 3.G.3 The student will read, write, and represent numbers from 0 through 20. - K.1b 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 Determine the solutions to problems involving addition and subtraction of time in intervals of 5 minutes, up to one hour, using pictorial models, number line diagrams, or other tools. - 3.GM.3.2 Demonstrate that a number can be used to represent “how many” are in a set. - K.NS.B.9 Find the area of a rectangle with whole-number side lengths by tiling without gaps or overlaps and counting unit squares. - NC.3.MD.5 Represent and interpret scaled picture and bar graphs: - NC.3.MD.3 Add or subtract mentally 10 or 100 to or from a given number within 1000. - 2.NBT.B.10 Relate area to the operations of multiplication and addition. - NC.3.MD.7 Solve problems involving perimeters of polygons, including finding the perimeter given the side lengths, and finding an unknown side length. - NC.3.MD.8 Expressing whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. - NC.3.NF.3.c The student will recognize and describe with fluency part-whole relationships for numbers up to 5. - K.4a Explaining that a fraction with the same numerator and denominator equals one whole. - NC.3.NF.3.b The student will investigate and describe part-whole relationships for numbers up to 10. - K.4b Composing and decomposing fractions into equivalent fractions using related fractions: halves, fourths and eighths; thirds and sixths. - NC.3.NF.3.a Tell and write time to the nearest minute. Solve word problems involving addition and subtraction of time intervals within the same hour. - NC.3.MD.1 Solve problems involving customary measurement. - NC.3.MD.2 Describe, classify and sketch triangles, including equilateral, right, obtuse and acute triangles. Recognize triangles in various contexts. - 4.3.1.1 Create and analyze double-bar graphs and line graphs by applying understanding of whole numbers, fractions and decimals. Know how to create spreadsheet tables and graphs to display data. - 5.4.1.2 Read, write and identify numbers from billions to thousandths using number names, base ten numerals and expanded form. - 5.NBT.A.1 Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. - 1.1.1.1 Compare two numbers from billions to thousandths using the symbols >, = or <, and justify the solution. - 5.NBT.A.2 Reason abstractly and quantitatively. - PS.2 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 Understand that in a multi-digit number, a digit represents 1/10 times what it would represents in the place to its left. - 5.NBT.A.3 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 Partition circles and rectangles into two, three, or four equal shares. - NC.2.G.3 Compare and order whole numbers up to 100. - 1.1.1.5 Recognize and draw triangles, quadrilaterals, pentagons, and hexagons, having specified attributes; recognize and describe attributes of rectangular prisms and cubes. - NC.2.G.1 Use words to describe the relative size of numbers. - 1.1.1.6 Explain patterns in products and quotients when numbers are multiplied by 1,000, 100, 10, 0.1, and 0.01 and/or divided by 10 and 100. - NC.5.NBT.1.b Model with mathematics. - PS.4 Construct viable arguments and critique the reasoning of others. - PS.3 Explain that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. - NC.5.NBT.1.a Attend to precision. - PS.6 Use appropriate tools strategically. - PS.5 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 The student will estimate and determine the product and quotient of two numbers involving decimals. - 5.5a The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication of decimals, and create and solve single-step practical problems involving division of decimals. - 5.5b Recording each composition or decomposition by a drawing or expression. - NC.K.NBT.1.b Using objects or drawings. - NC.K.NBT.1.a 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 Divide multi-digit whole numbers and decimals to the hundredths place using up to two-digit divisors and four-digit dividends, and justify the solution. - 5.NBT.A.8 Illustrate and explain strategies including arrays, repeated addition or subtraction, and decomposing a factor. - NC.3.OA.2.b Interpret the divisor and quotient in a division equation as representing the number of equal groups and the number of objects in each group. - NC.3.OA.2.a Evaluate the value of powers of 10 and understand the relationship to the place value system. - 5.NBT.A.4 The student will solve single-step and multistep practical problems involving addition and subtraction with fractions and mixed numbers. - 5.6a Round numbers from billions to thousandths place. - 5.NBT.A.5 The student will solve single-step practical problems involving multiplication of a whole number, limited to 12 or less, and a proper fraction, with models. - 5.6b Add and subtract multi-digit whole numbers and decimals to the thousandths place, and justify the solution. - 5.NBT.A.6 Multiply multi-digit whole numbers and decimals to the hundredths place, and justify the solution. - 5.NBT.A.7 Describe, classify and draw quadrilaterals, including squares, rectangles, trapezoids, rhombuses, parallelograms and kites. Recognize quadrilaterals in various contexts. - 4.3.1.2 Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). - 1.D.1.1 Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. - 1.D.1.2 Find the volume of a rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths. - NC.5.MD.5.a Draw conclusions from picture and bar-type graphs. - 1.D.1.3 Find volume of solid figures with one-digit dimensions composed of two non-overlapping rectangular prisms. - NC.5.MD.5.c Build understanding of the volume formula for rectangular prisms with whole-number edge lengths in the context of solving problems. - NC.5.MD.5.b Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. - 2.2.1.1 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. - NC.K.MD.3 Interpret a multiplication equation as a comparison. Multiply or divide to solve word problems involving multiplicative comparisons using models and equations with a symbol for the unknown number. Distinguish multiplicative comparison from additive comparison. - NC.4.OA.1 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 Solve two-step word problems involving the four operations with whole numbers. - NC.4.OA.3 Generate and analyze a number or shape pattern that follows a given rule. - NC.4.OA.5 The student will solve practical problems that involve perimeter, area, and volume in standard units of measure. - 5.8a Pairing objects, then counting them by 2s. - NC.2.OA.3.a Determining whether objects can be placed into two equal groups. - NC.2.OA.3.b Writing an equation to express an even number as a sum of two equal addends. - NC.2.OA.3.c Use the four operations to solve problems involving distances, intervals of time, liquid volume, weight of objects and money. - 4.GM.C.7 Apply the area and perimeter formulas for rectangles to solve problems. - 4.GM.C.8 Know relative sizes of measurement units within one system of units. - 4.GM.C.6 The student will given the equivalent measure of one unit, identify equivalent measurements within the metric system. - 5.9a The student will solve practical problems involving length, mass, and liquid volume using metric units. - 5.9b Solve one- and two-step problems using data in whole number, decimal, or fraction form in a frequency table and line plot. - 4.D.1.3 Use attributes to match shapes. - 1.G.1 Represent data on a frequency table or line plot marked with whole numbers and fractions using appropriate titles, labels, and units. - 4.D.1.1 Define 2-D shapes by their attributes. - 1.G.2 Use materials to build and draw 2-D shapes. - 1.G.3 Represent tenths and hundredths with models, making connections between fractions and decimals. - NC.4.NF.6.c Use counting and comparison skills to create and analyze bar graphs and tally charts. - 1.1.1.7 Draw cubes and describe how they look. - 1.G.4 Read, write and represent whole numbers up to 100,000. Representations may include numerals, expressions with operations, words, pictures, number lines, and manipulatives such as bundles of sticks and base 10 blocks. - 3.1.1.1 Define 3-D shapes by their number of edges, vertices, and faces or flat surfaces. - 1.G.5 Use place value to describe whole numbers between 1000 and 100,000 in terms of ten thousands, thousands, hundreds, tens and ones. - 3.1.1.2 Choose defining attributes of 3-D shapes. - 1.G.6 Combine 3-D shapes to make another 3-D shape. - 1.G.7 Round numbers to the nearest 10,000, 1000, 100 and 10. Round up and round down to estimate sums and differences. - 3.1.1.4 Find differences among various shapes. - 1.G.8 Determine whether shapes are divided into equal shares. - 1.G.9 Express, model and explain the equivalence between fractions with denominators of 10 and 100. - NC.4.NF.6.a Use equivalent fractions to add two fractions with denominators of 10 or 100. - NC.4.NF.6.b Find combinations of coins that equal a given amount. - 2.GM.D.13 Find the value of combinations of dollar bills, quarters, dimes, nickels and pennies, using $ and ¢ appropriately. - 2.GM.D.12 Describe a time shown on a digital clock as representing hours and minutes, and relate a time shown on a digital clock to the same time on an analog clock. - 2.GM.D.11 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. - 2.GM.D.10 Model addition and subtraction of fractions and decimals using a variety of representations. - 5.1.3.2 Add and subtract decimals and fractions, using efficient and generalizable procedures, including standard algorithms. - 5.1.3.1 Measure angles in geometric figures and real-world objects with a protractor or angle ruler. - 4.GM.2.1 Solve real-world and mathematical problems requiring addition and subtraction of decimals, fractions and mixed numbers, including those involving measurement, geometry and data. - 5.1.3.4 Estimate sums and differences of decimals and fractions to assess the reasonableness of results. - 5.1.3.3 Use a rule or table to represent ordered pairs of positive integers and graph these ordered pairs on a coordinate system. - 5.2.1.2 Tell and write time in hours and half-hours using analog and digital clocks. - M.1.17 Organize, represent, 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. - M.1.18 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. - M.1.19 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 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. - M.1.14 Order three objects by length and compare the lengths of two objects indirectly by using a third object. - M.1.15 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. - M.1.16 Add or subtract a multiple of 10 from another two-digit number, and justify the solution. - 1.NBT.B.7 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” - M.1.20 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 and understand for these examples that decomposing into more equal shares creates smaller shares. - M.1.21 Demonstrate that equal shares of identical wholes need not have the same shape. - 2.GM.A.3a Apply the formulas V = l × w × h and V = B × h for volume of right rectangular prisms with whole-number edge lengths. - 5.GM.B.5 Understand the concept of volume and recognize that volume is measured in cubic units. - 5.GM.B.4 Collect, display and interpret data using frequency tables, bar graphs, picture graphs and number line plots having a variety of scales. Use appropriate titles, labels and units. - 3.4.1.1 Demonstrate fluency with addition and subtraction within 20. - 2.RA.A.1 Multiply multi-digit numbers, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. - 4.1.1.3 Use an understanding of place value to multiply a number by 10, 100 and 1000. - 4.1.1.2 Illustrate that the length of an object is the number of same-size units of length that, when laid end-to- end with no gaps or overlaps, reach from one end of the object to the other. - 1.GM.2.2 Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. - 1.GM.2.1 Write and solve two-step problems involving variables using any of the four operations. - 3.RA.D.9 Describe a length to the nearest whole unit using a number and a unit. - 1.GM.2.4 Measure the same object/distance with units of two different lengths and describe how and why the measurements differ. - 1.GM.2.3 Measure the length of an object in terms of multiple copies of another object. - 1.3.2.1 Use strategies and algorithms based on knowledge of place value, equality and properties of operations to divide multi-digit whole numbers by one- or two-digit numbers. Strategies may include mental strategies, partial quotients, the commutative, associative, and distributive properties and repeated subtraction. - 4.1.1.6 Tell time to the hour and half-hour. - 1.3.2.2 Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of technology, and the context of the problem to assess the reasonableness of results. - 4.1.1.5 Estimate products and quotients of multi-digit whole numbers by using rounding, benchmarks and place value to assess the reasonableness of results. - 4.1.1.4 Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar. - 1.3.2.3 Know the value of a penny, nickel, dime and quarter. - 1.GM.C.9 Tell and write time in hours and half-hours using analog and digital clocks. - 1.GM.C.8 Understand that parts of a whole can be expressed as fractions and or decimals. - 5.NF.A.1 Collect and sort information about objects and events in the environment. - K.D.1.1 Compare and order fractions and or decimals to the thousandths place using the symbols >, = or <, and justify the solution. - 5.NF.A.3 Convert decimals to fractions and fractions to decimals. - 5.NF.A.2 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 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) - M.1.10a The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. - M.1.10b Understand the relationship between numbers and quantities. - NC.K.CC.4 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 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 Compare two numbers, within 10, presented as written numerals. - NC.K.CC.7 Understand that rectangles can have equal perimeters but different areas, or rectangles can have equal areas but different perimeters. - 3.GM.D.16 Solve problems involving perimeters of polygons. - 3.GM.D.15 Use addition and subtraction to solve word problems. - 2.OA.9 Add and subtract quickly and accurately using mental math strategies. - 2.OA.8 Make a 10 to subtract quickly and accurately. - 2.OA.7 Think addition to subtract quickly and accurately. - 2.OA.6 Count on and count back on a number line to subtract. - 2.OA.5 Use number patterns on an addition facts table to complete related addition equations that show basic facts. - 2.OA.4 Use the strategy of making a ten to add quickly and accurately. - 2.OA.3 Use doubles and near doubles to add quickly and accurately. - 2.OA.2 Use counting on to add numbers and add numbers in any order. - 2.OA.1 The student, given a decimal through thousandths, will round to the nearest whole number, tenth, or hundredth. - 5.1 The student will create and solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division of whole numbers. - 5.4 The student will simplify whole number numerical expressions using the order of operations. - 5.7 Know relationships among units of time. - 3.3.3.2 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 Tell time to the minute, using digital and analog clocks. Determine elapsed time to the minute. - 3.3.3.1 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 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). - M.1.5 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 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 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 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 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). - M.1.7 Identify triangles, quadrilaterals, pentagons, hexagons, circles and cubes. - 2.GM.A.1a Identify the faces of three-dimensional objects. - 2.GM.A.1b Determine whether a given whole number is a multiple of a given one-digit number. - NC.4.OA.4.b Recognize that a whole number is a multiple of each of its factors. - NC.4.OA.4.a Solve problems with area and perimeter. - NC.4.MD.3 Use multiplicative reasoning to convert metric measurements from a larger unit to a smaller unit using place value understanding, two-column tables, and length models. - NC.4.MD.2 Know relative sizes of measurement units. Solve problems involving metric measurement. - NC.4.MD.1 Determine whether a survey question will yield categorical or numerical data. - NC.4.MD.4.c Make a representation of data and interpret data in a frequency table, scaled bar graph, and/or line plot. - NC.4.MD.4.b Collect data by asking a question that yields numerical data. - NC.4.MD.4.a Determine if the number is prime or composite. - NC.4.OA.4.c Describe, classify and construct triangles, including equilateral, right, scalene, and isosceles triangles. Recognize triangles in various contexts. - 5.GM.1.1 Solve word problems involving addition and subtraction of time intervals that cross the hour. - NC.4.MD.8 Develop an understanding of angles and angle measurement. - NC.4.MD.6 Represent and interpret data using whole numbers. - NC.4.MD.4 Given a total cost (whole dollars up to $20 or coins) and amount paid (whole dollars up to $20 or coins), find the change required in a variety of ways. Limited to whole dollars up to $20 or sets of coins. - 4.N.3.1 Create a frequency table and/or line plot to display measurement data. - 4.DS.A.1 Look for and express regularity in repeated reasoning. - 2.MP.8 Multiply a whole number of up to three digits by a one-digit whole number, and multiply up to two two- digit numbers with place value understanding using area models, partial products, and the properties of operations. Use models to make connections and develop the algorithm. - NC.4.NBT.5 Interpret a fraction as an equal sharing context, where a quantity is divided into equal parts. - NC.5.NF.3.a Find whole-number quotients and remainders with up to three-digit dividends and one-digit divisors with place value understanding using rectangular arrays, area models, repeated subtraction, partial quotients, properties of operations, and/or - NC.4.NBT.6 Model and interpret a fraction as the division of the numerator by the denominator. - NC.5.NF.3.b Compare two multi-digit numbers up to and including 100,000 based on the values of the digits in each place, using >, =, and < symbols to record the results of comparisons. - NC.4.NBT.7 Model with mathematics. - 2.MP.4 Explain that in a multi-digit whole number, a digit in one place represents 10 times as much as it represents in the place to its right, up to 100,000. - NC.4.NBT.1 Read and write multi-digit whole numbers up to and including 100,000 using numerals, number names, and expanded form. - NC.4.NBT.2 Solve one-step word problems involving division of whole numbers leading to answers in the form of fractions and mixed numbers, with denominators of 2, 3, 4, 5, 6, 8, 10, and 12, using area, length, and set models or equations. - NC.5.NF.3.c Add and subtract multi-digit whole numbers up to and including 100,000 using the standard algorithm with place value understanding. - NC.4.NBT.4 Solve problems involving addition and subtraction by using information presented in a data display. - 4.DS.A.2 Analyze the data in a frequency table, line plot, bar graph or picture graph. - 4.DS.A.3 Recognize trapezoids and hexagons. - 2.GM.1.1 Describe, compare, and classify two-dimensional figures according to their geometric attributes. - 2.GM.1.2 Define the second number in an ordered pair as the vertical distance from the origin. - 5.GM.C.6d The student will identify, describe, compare, and contrast plane and solid figures (circles/spheres, squares/cubes, and rectangles/rectangular prisms). - 2.13 Use a combination of coins to represent a given amount of money up to one dollar. - 2.N.4.2 Determine the value of a collection(s) of coins up to one dollar using the cent symbol. - 2.N.4.1 Represent the axes as scaled perpendicular number lines that both intersect at 0, the origin. - 5.GM.C.6a Identify any point on the Cartesian coordinate plane by its ordered pair coordinates. - 5.GM.C.6b Define the first number in an ordered pair as the horizontal distance from the origin. - 5.GM.C.6c Apply understanding of the equal sign to determine if equations involving addition and subtraction are true. - NC.1.OA.7 Classify quadrilaterals by lines and angles. - 4.G.3 Recognize and draw lines of symmetry. Identify line symmetric figures. - 4.G.4 Demonstrate fluency with addition and subtraction within 10. - NC.1.OA.9 Draw and identify perpendicular, parallel, and intersecting lines. - 4.G.1 Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. - NC.1.OA.8 Classify triangles by line segments and angles. - 4.G.2 Draw figures that have line symmetry. - 4.G.5 Measure the length of an object by selecting and using appropriate tools. - 2.GM.B.4 Analyze the results of measuring the same object with different units. - 2.GM.B.5 Estimate lengths using units of inches, feet, yards, centimeters and meters. - 2.GM.B.6 Measure to determine how much longer one object is than another. - 2.GM.B.7 Compare two three-digit numbers using the symbols >, = or <. - 2.NBT.A.5 Read and write numbers to 1000 using number names, base-ten numerals and expanded form. - 2.NBT.A.4 Count within 1000 by 1s, 10s and 100s starting with any number. - 2.NBT.A.3 Understand that 100 can be thought of as 10 tens – called a “hundred”. - 2.NBT.A.2 The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. - 2.17 Understand three-digit numbers are composed of hundreds, tens and ones. - 2.NBT.A.1 Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A solid figure which can be packed without gaps or overlaps using b unit cubes is said to have a volume of b cubic units. - M.5.20b The student will identify, describe, create, extend, and transfer patterns found in objects, pictures, and numbers. - 2.16 Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume and can be used to measure volume. - M.5.20a Solve real-world problems involving multiplication of fractions and mixed numbers by using visual fraction models or equations to represent the problem. - M.5.16 Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers by using visual fraction models or equations to represent the problem. (e.g., Interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3 and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?) - M.5.13 Apply the commutative and associative properties as strategies for solving addition problems. - NC.1.OA.3 Add and subtract fractions with unlike denominators, including mixed numbers, by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators (e.g., 2/3 + 5/4 = 8/12 + 15/12 = 23/12). Instructional Note: In general, a/b + c/d = (ad + bc)/bd. - M.5.11 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 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers (e.g., recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2). - M.5.12 Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. - NC.1.OA.4 Add, subtract, multiply and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between related operations, relate the strategy to a written method and explain the reasoning used. - M.5.10 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. (e.g., Given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally). - M.5.19 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m) and use these conversions in solving multi-step, real-world problems. - M.5.18 Interpret patterns of multiplication on a hundreds board and/or multiplication table. - NC.3.OA.9 Solve two-step word problems using addition, subtraction, and multiplication, representing problems using equations with a symbol for the unknown number. - NC.3.OA.8 Represent, interpret, and solve one-step problems involving multiplication and division. - NC.3.OA.3 Demonstrate fluency with multiplication and division with factors, quotients and divisors up to and including 10. - NC.3.OA.7 Identify apparent relationships between corresponding terms. - NC.5.OA.3.a Solve an unknown-factor problem, by using division strategies and/or changing it to a multiplication problem. - NC.3.OA.6 Form ordered pairs consisting of corresponding terms from the two patterns. - NC.5.OA.3.b Graph the ordered pairs on a coordinate plane. - NC.5.OA.3.c Classify two-dimensional figures in a hierarchy based on properties. - M.5.26 The student will compare and order whole numbers between 0 and 999. - 2.1c The student will identify the number that is 10 more, 10 less, 100 more, and 100 less than a given number up to 999. - 2.1b Represent real-world mathematical problems by graphing points in the first quadrant of the coordinate plane and interpret coordinate values of points in the context of the situation. - M.5.24 The student will read, write, and identify the place and value of each digit in a three-digit numeral, with and without models. - 2.1a Understand that attributes belonging to a category of two dimensional figures also belong to all subcategories of that category (e.g., all rectangles have four right angles and squares are rectangles, so all squares have four right angles). - M.5.25 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines, the origin, arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). - M.5.23 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. - M.5.21 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 The student, given an ordered set of ten objects and/or pictures, will indicate the ordinal position of each object, first through tenth. - 1.3 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 The student will create and solve single-step story and picture problems using addition and subtraction within 20. - 1.6 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 use objects to determine whether a number is even or odd. - 2.2c 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 The student will count backward by tens from 120. - 2.2b Correctly name shapes regardless of their orientations or overall size. - M.K.18 The student will determine the value of a collection of like coins (pennies, nickels, or dimes) whose total value is 100 cents or less. - 1.8 The student will count forward by twos, fives, and tens to 120, starting at various multiples of 2, 5, or 10. - 2.2a Through the use of real-life objects, identify shapes as two-dimensional (lying in a plane, “flat”) or three- dimensional (“solid”). - M.K.19 Building cubes, rectangular prisms, cones, spheres, and cylinders. - NC.1.G.1.b Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. - NC.1.G.1.a 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 The student will read and interpret data represented in pictographs and bar graphs. - 2.15b 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 The student will collect, organize, and represent data in pictographs and bar graphs. - 2.15a Read, write, and compare decimals to thousandths. - NC.5.NBT.3 Explain the patterns in the place value system from one million to the thousandths place. - NC.5.NBT.1 Compute and solve real-world problems with multi-digit whole numbers and decimal numbers. - NC.5.NBT.7 Find quotients with remainders when dividing whole numbers with up to four-digit dividends and two- digit divisors using rectangular arrays, area models, repeated subtraction, partial quotients, and/or the relationship between multiplication and division. Use models to make connections and develop the algorithm. - NC.5.NBT.6 Demonstrate fluency with the multiplication of two whole numbers up to a three-digit number by a two- digit number using the standard algorithm. - NC.5.NBT.5 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 The student will represent fractional parts with models and with symbols. - 2.4b The student will name and write fractions represented by a set, region, or length model for halves, fourths, eighths, thirds, and sixths. - 2.4a 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 Compare the measurable attributes of two objects. - K.GM.A.2 State the number of objects in a group, of up to 5 objects, without counting the objects (perceptual subitizing). - NC.K.CC.4.c Illustrate addition and subtraction of fractions with like and unlike denominators, mixed numbers, and decimals using a variety of representations (e.g., fraction strips, area models, number lines, fraction rods). - 5.N.3.2 Add and subtract fractions with like and unlike denominators, mixed numbers, and decimals, using efficient and generalizable procedures, including but not limited to standard algorithms in order to solve real-world and mathematical problems including those involving money, measurement, geometry, and data. - 5.N.3.3 Estimate sums and differences of fractions with like and unlike denominators, mixed numbers, and decimals to assess the reasonableness of the results. - 5.N.3.1 Interpret multiplication as scaling (resizing), by: Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1. - M.5.15b Interpret multiplication as scaling (resizing), by: Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. - M.5.15a The student will demonstrate fluency with addition and subtraction within 20. - 2.5b The student will recognize and use the relationships between addition and subtraction to solve single- step practical problems, with whole numbers to 20. - 2.5a Compose and decompose numbers up to 10 with objects and pictures. - K.N.2.1 Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. - 2.3.2.1 Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. - 2.3.2.2 The student will collect, organize, and represent data. - K.11a The student will compare the size (smaller, larger) and shape of plane figures (circle, triangle, square, and rectangle). - K.10b 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 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find are areas of rectangles and represent fraction products as rectangular areas. - M.5.14b Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. (e.g., Use a visual fraction model to show (2/3) × 4 = 8/3 and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15.) Instructional Note: In general, (a/b) × (c/d) = ac/bd. - M.5.14a The student will create and solve single-step and two-step practical problems involving addition and subtraction. - 2.6c The student will determine sums and differences, using various methods. - 2.6b The student will use the cent symbol, dollar symbol, and decimal point to write a value of money. - 2.7b The student will count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less. - 2.7a Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Instructional Note: Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division, but division of a fraction by a fraction is not a requirement at this grade. Solve real-world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions by using visual fraction models and equations to represent the problem. (e.g., How much chocolate will each person get if 3 people share 1/2 lb. of chocolate equally? How many1/3-cup servings are in 2 cups of raisins?) Instructional Note: Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division, but division of a fraction by a fraction is not a requirement at this grade. - M.5.17c Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Instructional Note: Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division, but division of a fraction by a fraction is not a requirement at this grade. Interpret division of a whole number by a unit fraction and compute such quotients. (e.g., Create a story context for 4 ÷ (1/5) and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.) Instructional Note: Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division, but division of a fraction by a fraction is not a requirement at this grade. - M.5.17b Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Instructional Note: Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division, but division of a fraction by a fraction is not a requirement at this grade. Interpret division of a unit fraction by a non-zero whole number and compute such quotients. (e.g., Create a story context for (1/3) ÷ 4 and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.) - M.5.17a 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 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 Understand that shapes in different categories may share attributes and that the shared attributes can define a larger category. - 3.GM.A.1 Understand the relationship between numbers and quantities; connect counting to cardinality. - M.K.4 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 Partition shapes into parts with equal areas, and express the area of each part as a unit fraction of the whole. - 3.GM.A.3 Distinguish rhombuses and rectangles as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to these subcategories. - 3.GM.A.2 Describe several measureable attributes of objects. - K.GM.A.1 The student will estimate and measure length to the nearest inch. - 2.8a 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 Understand that more equal shares of the same whole create smaller shares. - 1.G.11 Make a drawing or diagram to show a problem about equal shares. - 1.G.12 Divide shapes into 2 and 4 equal shares and use words to describe those shares. - 1.G.10 Convert measurements in a larger unit in terms of a smaller unit. - 4.GM.C.6a Solve real-world problems using properties of addition. - 3.NC.1 Recognize unit fractions and use them to compose and decompose fractions related to the same whole. Use the numerator to describe the number of parts and the denominator to describe the number of partitions. - 3.N.3.3 Construct fractions using length, set, and area models. - 3.N.3.2 Use models and number lines to order and compare fractions that are related to the same whole. - 3.N.3.4 Use mental math to subtract. - 3.NC.5 Use mental math to add. - 3.NC.4 Read and write fractions with words and symbols. - 3.N.3.1 Use place value and a number line to round numbers. - 3.NC.3 Demonstrate that subtraction can be solved as an unknown-addend problem. - 1.RA.B.6 Identify patterns in the addition table and explain them using algebraic thinking. - 3.NC.2 Use properties as strategies to add and subtract. - 1.RA.B.5 Solve one-step and multi-step problems using strategies based on the relationship between addition and subtraction. - 3.NC.8 Use rounding or compatible numbers to estimate a difference. - 3.NC.7 Use rounding or compatible numbers to estimate a sum. - 3.NC.6 Add to/Take from-Start Unknown - NC.2.OA.1.a.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 Compare-Bigger Unknown - NC.2.OA.1.a.2 Sort objects using characteristics such as shape, size, color and thickness. - K.3.1.2 Compare-Smaller Unknown - NC.2.OA.1.a.3 Use basic shapes and spatial reasoning to model objects in the real-world. - K.3.1.3 Use area and length models to multiply two fractions, with the denominators 2, 3, 4. - NC.5.NF.4.a Explain why multiplying a given number by a fraction greater than 1 results in a product greater than the given number and when multiplying a given number by a fraction less than 1 results in a product smaller than the given number. - NC.5.NF.4.b Solve one-step word problems involving multiplication of fractions using models to develop the algorithm. - NC.5.NF.4.c Recognize that a whole number is a multiple of each of its factors and find the multiples for a given whole number. - 4.RA.B.4 Determine if a whole number within 100 is composite or prime, and find all factor pairs for whole numbers within 100. - 4.RA.B.5 Explain equivalence of fractions in special cases and compare fractions by reasoning about their size. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. (e.g., Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.) Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. - M.3.15c Explain equivalence of fractions in special cases and compare fractions by reasoning about their size. Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent (e.g., by using a visual fraction model). Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. - M.3.15b Explain equivalence of fractions in special cases and compare fractions by reasoning about their size. Understand two fractions as equivalent (equal) if they are the same size or the same point on a number line. Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. - M.3.15a Explain equivalence of fractions in special cases and compare fractions by reasoning about their size. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, = or < and justify the conclusions (e.g., by using a visual fraction model). Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. - M.3.15d Interpret the factors as representing the number of equal groups and the number of objects in each group. - NC.3.OA.1.a Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. - NC.3.OA.1.b Understand a fraction as a number on the number line and represent fractions on a number line diagram. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. (e.g., Given that a/b represents 3/4 or 6/4, students partition the number line into fourths and represent these fractions accurately on the same number line; students extend the number line to include the number of wholes required for the given fractions.) Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. - M.3.14b Understand a fraction as a number on the number line and represent fractions on a number line diagram. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. (e.g., Given that b parts is 4 parts, then 1/b represents 1/4. Students partition the number line into fourths and locate 1/4 on the number line.) Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. - M.3.14a Find the areas of geometric figures and real-world objects that can be divided into rectangular shapes. Use square units to label area measurements. - 4.3.2.4 Understand that the area of a two-dimensional figure can be found by counting the total number of same size square units that cover a shape without gaps or overlaps. Justify why length and width are multiplied to find the area of a rectangle by breaking the rectangle into one unit by one unit squares and viewing these as grouped into rows and columns. - 4.3.2.3 Compare angles according to size. Classify angles as acute, right and obtuse. - 4.3.2.2 Measure angles in geometric figures and real-world objects with a protractor or angle ruler. - 4.3.2.1 Use decimal notation for fractions with denominators of 10 or 100. - 4.NF.C.9 Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. - 2.1.2.4 Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. - 2.1.2.1 Demonstrate fluency with basic addition facts and related subtraction facts. - 2.1.2.2 Develop and use the formulas V = ?wh and V = Bh to determine the volume of rectangular prisms. Justify why base area B and height h are multiplied to find the volume of a ectangular prism by breaking the prism into layers of unit cubes. - 5.3.2.4 Develop and use formulas to determine the area of triangles, parallelograms and figures that can be decomposed into triangles. - 5.3.2.1 Understand that the volume of a three dimensional figure can be found by counting the total number of same-sized cubic units that fill a shape without gaps or overlaps. Use cubic units to label volume measurements. - 5.3.2.3 Use various tools and strategies to measure the volume and surface area of objects that are shaped like rectangular prisms. - 5.3.2.2 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 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 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 Compose and decompose numbers up to 12 with an emphasis on making ten. - 1.1.2.2 Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. - 1.1.2.3 Compare two fractions with the same numerator or the same denominator by reasoning about their size, using area and length models, and using the >, <, and = symbols. Recognize that comparisons are valid only when the two fractions refer to the same whole with denominators: halves, fourths and eighths; thirds and sixths. - NC.3.NF.4 Interpret fractions with denominators of 2, 3, 4, 6, and 8 using area and length models. - NC.3.NF.2 Organize, represent, and interpret data with up to four categories. - NC.2.MD.10 Interpret unit fractions with denominators of 2, 3, 4, 6, and 8 as quantities formed when a whole is partitioned into equal parts; - NC.3.NF.1 Strategies based on place value - NC.2.NBT.7.b Properties of operations - NC.2.NBT.7.c Relationship between addition and subtraction - NC.2.NBT.7.d Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms. - 3.1.2.1 Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. - 3.1.2.2 The student will identify and describe points, lines, line segments, rays, and angles, including endpoints and vertices. - 4.10a Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. - 3.1.2.3 Concrete models or drawings - NC.2.NBT.7.a The student will identify and describe intersecting, parallel, and perpendicular lines. - 4.10b Compare and order whole numbers, with and without objects, from 0 to 20. - K.1.1.5 Make and interpret a representation of data using a line graph. - NC.5.MD.2.b Collect data by asking a question that yields data that changes over time. - NC.5.MD.2.a Determine whether a survey question will yield categorical or numerical data, or data that changes over time. - NC.5.MD.2.c 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 Order fractions and decimals, including mixed numbers and improper fractions, and locate on a number line. - 5.1.2.3 Find 0.1 more than a number and 0.1 less than a number. Find 0.01 more than a number and 0.01 less than a number. Find 0.001 more than a number and 0.001 less than a number. - 5.1.2.2 Round numbers to the nearest 0.1, 0.01 and 0.001. - 5.1.2.5 Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. - 2.1.2.5 Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. - 2.1.2.6 Solve problems involving the conversion of one measure of time to another. - 4.GM.3.2 Use standard units to measure the area of a shape. - 3.MD.3 Use unit squares to find the area of a figure. - 3.MD.2 Use unit squares to find the area of a shape. - 3.MD.1 Use areas of rectangles to find the area of irregular shapes. - 3.MD.6 Investigate the relationship between two numeric patterns. - 5.RA.A.1 Use areas of rectangles to model the Distributive Property of Multiplication. - 3.MD.5 Write a rule to describe or explain a given numeric pattern. - 5.RA.A.2 Use unit squares and multiplication to find the areas of squares and rectangles. - 3.MD.4 Use frequency tables and picture graphs to compare and interpret data. - 3.MD.9 Read and write decimals using place value to describe decimals in terms of groups from millionths to millions. - 5.1.2.1 Use graphs to compare and interpret data. - 3.MD.8 Using a number line, explain that the numerator of a fraction represents the number of lengths of the unit fraction from 0. - NC.3.NF.2.b Using an area model, explain that the numerator of a fraction represents the number of equal parts of the unit fraction. - NC.3.NF.2.a Order three objects by length; compare the lengths of two objects indirectly by using a third object. - NC.1.MD.1 Tell and write time in hours and half-hours using analog and digital clocks. - NC.1.MD.3 Organize, represent, and interpret data with up to three categories. - NC.1.MD.4 Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. - 3.1.2.4 Identify quarters, dimes, and nickels and relate their values to pennies. - NC.1.MD.5 Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two- or three-digit number by a one-digit number. Strategies may include mental strategies, partial products, the standard algorithm, and the commutative, associative, and distributive properties. - 3.1.2.5 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 Locate fractions on a number line. Use models to order and compare whole numbers and fractions, including mixed numbers and improper fractions. - 4.1.2.2 Represent equivalent fractions using fraction models such as parts of a set, fraction circles, fraction strips, number lines and other manipulatives. Use the models to determine equivalent fractions. - 4.1.2.1 Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: - M.1.10 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 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. - M.1.12 List of all Files Validated: imsmanifest.xml I_00004efc-587b-35cd-9212-38693533f93f_R/BasicLTI.xml I_001669fc-a133-3f8c-aa49-c8f6e75b1cd1_1_R/BasicLTI.xml I_0019d721-56c5-3ffe-a539-ab3753f26adf_1_R/BasicLTI.xml I_001b264e-6b10-36ac-ac08-25c1f7d718c4_1_R/BasicLTI.xml I_001fd1a8-f2c2-3ab2-936a-e48c4be01197_1_R/BasicLTI.xml I_001fd1a8-f2c2-3ab2-936a-e48c4be01197_3_R/BasicLTI.xml I_0028f010-75ed-373f-b459-29d01bf0d21f_1_R/BasicLTI.xml I_0028f010-75ed-373f-b459-29d01bf0d21f_3_R/BasicLTI.xml I_002fef75-7e8c-3614-bb49-e0c543419bec_R/BasicLTI.xml I_004213c8-8dc9-3de5-9167-7f2abb100f5a_R/BasicLTI.xml I_004bc291-ea9d-300f-a3bf-98d847faf6c0_1_R/BasicLTI.xml I_00506d37-12ad-38b8-9241-268d667f707a_1_R/BasicLTI.xml I_005dfe66-f3bd-3d55-858f-5b7573acdea1_1_R/BasicLTI.xml I_006a8679-3883-3eee-96f5-64c269923ca2_1_R/BasicLTI.xml 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I_feca44ab-1e42-3c02-aa75-d0fbf56ea74d_R/BasicLTI.xml I_fef15127-da7a-3602-8085-f1f41c8e1174_R/BasicLTI.xml I_fef2273e-153c-35ad-b40e-c095f91145c7_1_R/BasicLTI.xml I_ff12c350-a979-337e-99d8-5f23025111bb_R/BasicLTI.xml I_ff4439c3-269e-3c17-97cd-95eb00b59247_1_R/BasicLTI.xml I_ffab4151-948e-352f-bf42-baa8fa60b557_R/BasicLTI.xml I_ffcde7af-a151-3802-b38b-d3fc39a26713_1_R/BasicLTI.xml I_ffd603a6-3a18-38cd-8fc7-0673068e8fa8_R/BasicLTI.xml I_ffdd8cfe-b881-311f-91ac-ea3a5bca7638_1_R/BasicLTI.xml I_ffe2d431-617b-3c74-9ca0-3423fba998d7_R/BasicLTI.xml I_ffec81fc-c1c5-3b63-9c38-967510b171cb_1_R/BasicLTI.xml I_ffef7c1d-3700-3ca1-9c98-8da3499934ea_R/BasicLTI.xml I_fff7a114-63c7-3457-9b68-24c5f453deff_R/BasicLTI.xml I_ffffa71a-60b5-3419-9799-1d8766841649_1_R/BasicLTI.xml I_ffffa71a-60b5-3419-9799-1d8766841649_3_R/BasicLTI.xml Title: enVisionmath2.0 Grade 1 2017 Description: enVisionmath2.0 Grade 1 2017 Grade 1 Learning Centers for Students Topic 1: Solve Addition and Subtraction Problems to 10 1-1: Solve Problems: Add To Solve Problems: Add To: Visual Learning Curriculum Standards: Solve addition problems involving situations of adding one part to another part. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. Topic 1: Today's Challenge 1-1: Reteach to Build Understanding Worksheet Curriculum Standards: Solve addition problems involving situations of adding one part to another part. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. 1-1: Center Games Curriculum Standards: Solve addition problems involving situations of adding one part to another part. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. Game: Tentacles Solve Problems: Add To: Another Look Curriculum Standards: Solve addition problems involving situations of adding one part to another part. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. 1-2: Solve Problems: Put Together Solve Problems: Put Together: Visual Learning Curriculum Standards: Solve addition problems involving situations of putting two parts together. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Put together/Take Apart-Addend Unknown Use addition and subtraction within 20 to solve problems. Topic 1: Today's Challenge 1-2: Reteach to Build Understanding Worksheet Curriculum Standards: Solve addition problems involving situations of putting two parts together. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Put together/Take Apart-Addend Unknown Use addition and subtraction within 20 to solve problems. 1-2: Center Games Curriculum Standards: Solve addition problems involving situations of putting two parts together. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Put together/Take Apart-Addend Unknown Use addition and subtraction within 20 to solve problems. Game: Tentacles Solve Problems: Put Together: Another Look Curriculum Standards: Solve addition problems involving situations of putting two parts together. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Put together/Take Apart-Addend Unknown Use addition and subtraction within 20 to solve problems. 1-3: Solve Problems: Both Addends Unknown Solve Problems: Both Addends Unknown: Visual Learning Curriculum Standards: Solve addition word problems by breaking apart a total number of objects. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Topic 1: Today's Challenge 1-3: Reteach to Build Understanding Worksheet Curriculum Standards: Solve addition word problems by breaking apart a total number of objects. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 1-3: Center Games Curriculum Standards: Solve addition word problems by breaking apart a total number of objects. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Digital Math Tool Activities Solve Problems: Both Addends Unknown: Another Look Curriculum Standards: Solve addition word problems by breaking apart a total number of objects. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 1-4: Solve Problems: Take From Solve Problems: Take From: Visual Learning Curriculum Standards: Solve subtraction problems involving taking from a group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Topic 1: Today's Challenge 1-4: Reteach to Build Understanding Worksheet Curriculum Standards: Solve subtraction problems involving taking from a group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 1-4: Problem-Solving Reading Activity Curriculum Standards: Solve subtraction problems involving taking from a group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Digital Math Tool Activities Solve Problems: Take From: Another Look Curriculum Standards: Solve subtraction problems involving taking from a group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 1-5: Solve Problems: Compare Situations Solve Problems: Compare Situations: Visual Learning Curriculum Standards: Solve subtraction problems that involve comparing to find how many more objects are in one group than another group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Topic 1: Today's Challenge 1-5: Reteach to Build Understanding Worksheet Curriculum Standards: Solve subtraction problems that involve comparing to find how many more objects are in one group than another group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 1-5: Center Games Curriculum Standards: Solve subtraction problems that involve comparing to find how many more objects are in one group than another group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Digital Math Tool Activities Solve Problems: Compare Situations: Another Look Curriculum Standards: Solve subtraction problems that involve comparing to find how many more objects are in one group than another group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 1-6: Continue to Solve Problems: Compare Situations Continue to Solve Problems: Compare Situations: Visual Learning Curriculum Standards: Solve subtraction problems that involve comparing to find how many fewer objects are in one group than another group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Topic 1: Today's Challenge 1-6: Reteach to Build Understanding Worksheet Curriculum Standards: Solve subtraction problems that involve comparing to find how many fewer objects are in one group than another group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 1-6: Math and Science Activity Curriculum Standards: Solve subtraction problems that involve comparing to find how many fewer objects are in one group than another group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Digital Math Tool Activities Continue to Solve Problems: Compare Situations: Another Look Curriculum Standards: Solve subtraction problems that involve comparing to find how many fewer objects are in one group than another group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 1-7: Practice Solving Problems: Add to Practice Solving Problems: Add to: Visual Learning Curriculum Standards: Solve addition problems by finding a missing addend. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. Topic 1: Today's Challenge 1-7: Reteach to Build Understanding Worksheet Curriculum Standards: Solve addition problems by finding a missing addend. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. 1-7: Problem-Solving Reading Activity Curriculum Standards: Solve addition problems by finding a missing addend. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. Digital Math Tool Activities Practice Solving Problems: Add to: Another Look Curriculum Standards: Solve addition problems by finding a missing addend. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. 1-8: Solve Problems: Put Together/Take Apart Solve Problems: Put Together/Take Apart: Visual Learning Curriculum Standards: Solve problems involving putting together or taking apart. 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). 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real- world and mathematical problems using addition and subtraction up to ten. Put together/Take Apart- Addend Unknown Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Topic 1: Today's Challenge 1-8: Reteach to Build Understanding Worksheet Curriculum Standards: Solve problems involving putting together or taking apart. 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). 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real- world and mathematical problems using addition and subtraction up to ten. Put together/Take Apart- Addend Unknown Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 1-8: Math and Science Activity Curriculum Standards: Solve problems involving putting together or taking apart. 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). 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real- world and mathematical problems using addition and subtraction up to ten. Put together/Take Apart- Addend Unknown Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Game: Fancy Flea - Missing Parts to 12 Solve Problems: Put Together/Take Apart: Another Look Curriculum Standards: Solve problems involving putting together or taking apart. 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). 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real- world and mathematical problems using addition and subtraction up to ten. Put together/Take Apart- Addend Unknown Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 1-9: Problem Solving: Construct Arguments Problem Solving: Construct Arguments: Visual Learning Curriculum Standards: Construct math arguments in order to solve addition and subtraction problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Topic 1: Today's Challenge 1-9: Reteach to Build Understanding Worksheet Curriculum Standards: Construct math arguments in order to solve addition and subtraction problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. 1-9: Center Games Curriculum Standards: Construct math arguments in order to solve addition and subtraction problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Game: Tentacles Problem Solving: Construct Arguments: Another Look Curriculum Standards: Construct math arguments in order to solve addition and subtraction problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Topic 2: Develop Fluency: Addition and Subtraction Facts within 10 2-1: Count On to Add Count On to Add: Visual Learning Curriculum Standards: Add by counting on from a number. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Topic 2: Today's Challenge 2-1: Reteach to Build Understanding Worksheet Curriculum Standards: Add by counting on from a number. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-1: Center Games Curriculum Standards: Add by counting on from a number. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Digital Math Tool Activities Count On to Add: Another Look Curriculum Standards: Add by counting on from a number. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-2: Doubles Doubles: Visual Learning Curriculum Standards: Use doubles to solve problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Topic 2: Today's Challenge 2-2: Reteach to Build Understanding Worksheet Curriculum Standards: Use doubles to solve problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-2: Math and Science Activity Curriculum Standards: Use doubles to solve problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Digital Math Tool Activities Doubles: Another Look Curriculum Standards: Use doubles to solve problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-3: Near Doubles Near Doubles: Visual Learning Curriculum Standards: Solve problems using near doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Topic 2: Today's Challenge 2-3: Reteach to Build Understanding Worksheet Curriculum Standards: Solve problems using near doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-3: Center Games Curriculum Standards: Solve problems using near doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Digital Math Tool Activities Near Doubles: Another Look Curriculum Standards: Solve problems using near doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-4: Facts with 5 on a Ten-Frame Facts with 5 on a Ten-Frame: Visual Learning Curriculum Standards: Use a ten-frame to solve addition facts with 5 and 10. 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. 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. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Topic 2: Today's Challenge 2-4: Reteach to Build Understanding Worksheet Curriculum Standards: Solve problems using near doubles facts. Use a ten-frame to solve addition facts with 5 and 10. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. 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. Making ten Decomposing a number leading to a ten 2-4: Center Games Curriculum Standards: Use a ten-frame to solve addition facts with 5 and 10. 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. 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. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Digital Math Tool Activities Facts with 5 on a Ten-Frame: Another Look Curriculum Standards: Use a ten-frame to solve addition facts with 5 and 10. 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. 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. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-5: Add in Any Order Add in Any Order: Visual Learning Curriculum Standards: Use the same addends to write two different equations with the same sum. 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. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Apply the commutative and associative properties as strategies for solving addition problems. Use properties as strategies to add and subtract. Topic 2: Today's Challenge 2-5: Reteach to Build Understanding Worksheet Curriculum Standards: Use the same addends to write two different equations with the same sum. 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. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Apply the commutative and associative properties as strategies for solving addition problems. Use properties as strategies to add and subtract. 2-5: Center Games Curriculum Standards: Use the same addends to write two different equations with the same sum. 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. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Apply the commutative and associative properties as strategies for solving addition problems. Use properties as strategies to add and subtract. Game: Tentacles Add in Any Order: Another Look Curriculum Standards: Use the same addends to write two different equations with the same sum. 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. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Apply the commutative and associative properties as strategies for solving addition problems. Use properties as strategies to add and subtract. 2-6: Count Back to Subtract Count Back to Subtract: Visual Learning Curriculum Standards: Count back to solve subtraction problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will count backward orally by ones when given any number between 1 and 30. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Using a number line Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Topic 2: Today's Challenge 2-6: Reteach to Build Understanding Worksheet Curriculum Standards: Count back to solve subtraction problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will count backward orally by ones when given any number between 1 and 30. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Using a number line Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-6: Problem-Solving Reading Activity Curriculum Standards: Count back to solve subtraction problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will count backward orally by ones when given any number between 1 and 30. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Using a number line Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Digital Math Tool Activities Count Back to Subtract: Another Look Curriculum Standards: Count back to solve subtraction problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will count backward orally by ones when given any number between 1 and 30. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Using a number line Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-7: Think Addition to Subtract Think Addition to Subtract: Visual Learning Curriculum Standards: Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Topic 2: Today's Challenge 2-7: Reteach to Build Understanding Worksheet Curriculum Standards: Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-7: Center Games Curriculum Standards: Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Game: Flying Cow Incident - 1-Digit Numbers Think Addition to Subtract: Another Look Curriculum Standards: Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-8: Continue to Think Addition to Subtract Continue to Think Addition to Subtract: Visual Learning Curriculum Standards: Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Topic 2: Today's Challenge 2-8: Reteach to Build Understanding Worksheet Curriculum Standards: Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-8: Problem-Solving Reading Activity Curriculum Standards: Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Game: Flying Cow Incident - 1-Digit Numbers Continue to Think Addition to Subtract: Another Look Curriculum Standards: Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-9: Solve Word Problems with Facts to 10 Solve Word Problems with Facts to 10: Visual Learning Curriculum Standards: Solve word problems by drawing pictures and writing equations. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare- Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Topic 2: Today's Challenge 2-9: Reteach to Build Understanding Worksheet Curriculum Standards: Solve word problems by drawing pictures and writing equations. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare- Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 2-9: Math and Science Activity Curriculum Standards: Solve word problems by drawing pictures and writing equations. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare- Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Digital Math Tool Activities Solve Word Problems with Facts to 10: Another Look Curriculum Standards: Solve word problems by drawing pictures and writing equations. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare- Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 2-10: Problem Solving: Look For and Use Structure Problem Solving: Look For & Use Structure: Visual Learning Curriculum Standards: Use structure and identify patterns in order to solve problems. 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. 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. 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. 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. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Look for and make use of structure. Look for and make use of structure. Topic 2: Today's Challenge 2-10: Reteach to Build Understanding Worksheet Curriculum Standards: Use structure and identify patterns in order to solve problems. 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. 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. 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. 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. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Look for and make use of structure. Look for and make use of structure. 2-10: Center Games Curriculum Standards: Use structure and identify patterns in order to solve problems. 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. 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. 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. 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. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Look for and make use of structure. Look for and make use of structure. Game: Fluency - Add and Subtract within 10 Problem Solving: Look For & Use Structure: Another Look Curriculum Standards: Use structure and identify patterns in order to solve problems. 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. 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. 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. 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. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Look for and make use of structure. Look for and make use of structure. Topic 3: Addition Facts to 20: Use Strategies 3-1: Count On to Add Count On to Add: Visual Learning Curriculum Standards: Count on to add using a number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Topic 3: Today's Challenge 3-1: Reteach to Build Understanding Worksheet Curriculum Standards: Count on to add using a number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. 3-1: Problem-Solving Reading Activity Curriculum Standards: Count on to add using a number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Digital Math Tool Activities Count On to Add: Another Look Curriculum Standards: Count on to add using a number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. 3-2: Count On to Add Using an Open Number Line Count On to Add Using an Open Number Line: Visual Learning Curriculum Standards: Count on to add using an open number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Topic 3: Today's Challenge 3-2: Reteach to Build Understanding Worksheet Curriculum Standards: Count on to add using an open number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. 3-2: Math and Science Activity Curriculum Standards: Count on to add using an open number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Game: Fancy Flea - Missing Parts to 12 Count On to Add Using an Open Number Line: Another Look Curriculum Standards: Count on to add using an open number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. 3-3: Doubles Doubles: Visual Learning Curriculum Standards: Memorize doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with addition and subtraction within 10. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Topic 3: Today's Challenge 3-3: Reteach to Build Understanding Worksheet Curriculum Standards: Memorize doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with addition and subtraction within 10. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. 3-3: Center Games Curriculum Standards: Memorize doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with addition and subtraction within 10. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Digital Math Tool Activities Doubles: Another Look Curriculum Standards: Memorize doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with addition and subtraction within 10. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. 3-4: Doubles Plus 1 Doubles Plus 1: Visual Learning Curriculum Standards: Use doubles facts to solve doubles-plus-one facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Topic 3: Today's Challenge 3-4: Reteach to Build Understanding Worksheet Curriculum Standards: Use doubles facts to solve doubles-plus-one facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. 3-4: Center Games Curriculum Standards: Use doubles facts to solve doubles-plus-one facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Game: Flying Cow Incident - 1-Digit Numbers Doubles Plus 1: Another Look Curriculum Standards: Use doubles facts to solve doubles-plus-one facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. 3-5: Doubles Plus 2 Doubles Plus 2: Visual Learning Curriculum Standards: Use doubles facts to solve doubles-plus-2 facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Topic 3: Today's Challenge 3-5: Reteach to Build Understanding Worksheet Curriculum Standards: Use doubles facts to solve doubles-plus-2 facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. 3-5: Center Games Curriculum Standards: Use doubles facts to solve doubles-plus-2 facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Game: Flying Cow Incident - 1-Digit Numbers Doubles Plus 2: Another Look Curriculum Standards: Use doubles facts to solve doubles-plus-2 facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. 3-6: Make 10 to Add Make 10 to Add: Visual Learning Curriculum Standards: Make 10 to add numbers to 20. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Topic 3: Today's Challenge 3-6: Reteach to Build Understanding Worksheet Curriculum Standards: Make 10 to add numbers to 20. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 3-6: Center Games Curriculum Standards: Make 10 to add numbers to 20. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Digital Math Tool Activities Make 10 to Add: Another Look Curriculum Standards: Make 10 to add numbers to 20. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 3-7: Continue to Make 10 to Add Continue to Make 10 to Add: Visual Learning Curriculum Standards: Make 10 to add numbers to 20. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Topic 3: Today's Challenge 3-7: Reteach to Build Understanding Worksheet Curriculum Standards: Make 10 to add numbers to 20. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 3-7: Center Games Curriculum Standards: Make 10 to add numbers to 20. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Game: Fluency - Add and Subtract within 10 Continue to Make 10 to Add: Another Look Curriculum Standards: Make 10 to add numbers to 20. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 3-8: Explain Addition Strategies Explain Addition Strategies: Visual Learning Curriculum Standards: Solve addition problems using different strategies. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Using a number line Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Topic 3: Today's Challenge 3-8: Reteach to Build Understanding Worksheet Curriculum Standards: Solve addition problems using different strategies. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Using a number line Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 3-8: Center Games Curriculum Standards: Solve addition problems using different strategies. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Using a number line Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Digital Math Tool Activities Explain Addition Strategies: Another Look Curriculum Standards: Solve addition problems using different strategies. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Using a number line Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 3-9: Solve Addition Word Problems with Facts to 20 Solve Addition Word Problems with Facts to 20: Visual Learning Curriculum Standards: Solve different types of addition word problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Topic 3: Today's Challenge 3-9: Reteach to Build Understanding Worksheet Curriculum Standards: Solve different types of addition word problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. 3-9: Problem-Solving Reading Activity Curriculum Standards: Solve different types of addition word problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Digital Math Tool Activities Solve Addition Word Problems with Facts to 20: Another Look Curriculum Standards: Solve different types of addition word problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. 3-10: Problem Solving: Critique Reasoning Problem Solving: Critique Reasoning: Visual Learning Curriculum Standards: Critique the reasoning of others by using known information about addition and subtraction. 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). 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. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Topic 3: Today's Challenge 3-10: Reteach to Build Understanding Worksheet Curriculum Standards: Critique the reasoning of others by using known information about addition and subtraction. 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). 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. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. 3-10: Math and Science Activity Curriculum Standards: Critique the reasoning of others by using known information about addition and subtraction. 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). 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. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Game: Fancy Flea - Missing Parts to 12 Problem Solving: Critique Reasoning: Another Look Curriculum Standards: Critique the reasoning of others by using known information about addition and subtraction. 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). 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. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Topic 4: Subtraction Facts to 20: Use Strategies 4-1: Count to Subtract Count to Subtract: Visual Learning Curriculum Standards: Use a number line to subtract by counting on or counting back. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Counting on Using a number line Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Topic 4: Today's Challenge 4-1: Reteach to Build Understanding Worksheet Curriculum Standards: Use a number line to subtract by counting on or counting back. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Counting on Using a number line Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 4-1: Math and Science Activity Curriculum Standards: Use a number line to subtract by counting on or counting back. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Counting on Using a number line Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Digital Math Tool Activities Count to Subtract: Another Look Curriculum Standards: Use a number line to subtract by counting on or counting back. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Counting on Using a number line Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 4-2: Make 10 to Subtract Make 10 to Subtract: Visual Learning Curriculum Standards: Make subtraction easier by making 10 to subtract. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Topic 4: Today's Challenge 4-2: Reteach to Build Understanding Worksheet Curriculum Standards: Make subtraction easier by making 10 to subtract. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 4-2: Problem-Solving Reading Activity Curriculum Standards: Make subtraction easier by making 10 to subtract. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Digital Math Tool Activities Make 10 to Subtract: Another Look Curriculum Standards: Make subtraction easier by making 10 to subtract. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 4-3: Continue to Make 10 to Subtract Continue to Make 10 to Subtract: Visual Learning Curriculum Standards: Count on to subtract using 10 as a landmark. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Topic 4: Today's Challenge 4-3: Reteach to Build Understanding Worksheet Curriculum Standards: Count on to subtract using 10 as a landmark. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 4-3: Center Games Curriculum Standards: Count on to subtract using 10 as a landmark. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Game: Flying Cow Incident - 1-Digit Numbers Continue to Make 10 to Subtract: Another Look Curriculum Standards: Count on to subtract using 10 as a landmark. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 4-4: Fact Families Fact Families: Visual Learning Curriculum Standards: Make addition and subtraction facts using the same three numbers. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown- addend problem. Add and subtract within 20. Topic 4: Today's Challenge 4-4: Reteach to Build Understanding Worksheet Curriculum Standards: Make addition and subtraction facts using the same three numbers. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown- addend problem. Add and subtract within 20. 4-4: Center Games Curriculum Standards: Make addition and subtraction facts using the same three numbers. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown- addend problem. Add and subtract within 20. Digital Math Tool Activities Fact Families: Another Look Curriculum Standards: Make addition and subtraction facts using the same three numbers. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown- addend problem. Add and subtract within 20. 4-5: Use Addition to Subtract Use Addition to Subtract: Visual Learning Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Topic 4: Today's Challenge 4-5: Reteach to Build Understanding Worksheet Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. 4-5: Center Games Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Digital Math Tool Activities Use Addition to Subtract: Another Look Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. 4-6: Continue to Use Addition to Subtract Continue to Use Addition to Subtract: Visual Learning Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Topic 4: Today's Challenge 4-6: Reteach to Build Understanding Worksheet Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. 4-6: Center Games Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Game: Flying Cow Incident - 1-Digit Numbers Continue to Use Addition to Subtract: Another Look Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. 4-7: Explain Subtraction Strategies Explain Subtraction Strategies: Visual Learning Curriculum Standards: Explain strategies used to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Using a number line Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Topic 4: Today's Challenge 4-7: Reteach to Build Understanding Worksheet Curriculum Standards: Explain strategies used to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Using a number line Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. 4-7: Problem-Solving Reading Activity Curriculum Standards: Explain strategies used to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Using a number line Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Digital Math Tool Activities Explain Subtraction Strategies: Another Look Curriculum Standards: Explain strategies used to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Using a number line Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. 4-8: Solve Word Problems with Facts to 20 Solve Word Problems with Facts to 20: Visual Learning Curriculum Standards: Solve different types of addition and subtraction problems with unknowns in different positions. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Topic 4: Today's Challenge 4-8: Reteach to Build Understanding Worksheet Curriculum Standards: Solve different types of addition and subtraction problems with unknowns in different positions. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 4-8: Center Games Curriculum Standards: Solve different types of addition and subtraction problems with unknowns in different positions. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Game: Flying Cow Incident - 1-Digit Numbers Solve Word Problems with Facts to 20: Another Look Curriculum Standards: Solve different types of addition and subtraction problems with unknowns in different positions. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 4-9: Problem Solving: Reasoning Problem Solving: Reasoning: Visual Learning Curriculum Standards: Use reasoning to write and solve number stories. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Topic 4: Today's Challenge 4-9: Reteach to Build Understanding Worksheet Curriculum Standards: Use reasoning to write and solve number stories. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Reason abstractly and quantitatively. Reason abstractly and quantitatively. 4-9: Math and Science Activity Curriculum Standards: Use reasoning to write and solve number stories. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Game: Save the Word: Grade 1 Topics 1–4 Problem Solving: Reasoning: Another Look Curriculum Standards: Use reasoning to write and solve number stories. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Topic 5: Work with Addition and Subtraction Equations 5-1: Find the Unknown Numbers Find the Unknown Numbers: Visual Learning Curriculum Standards: Find the unknown number in an equation. 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Topic 5: Today's Challenge 5-1: Reteach to Build Understanding Worksheet Curriculum Standards: Find the unknown number in an equation. 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 5-1: Problem-Solving Reading Activity Curriculum Standards: Find the unknown number in an equation. 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Game: Flying Cow Incident - 1-Digit Numbers Find the Unknown Numbers: Another Look Curriculum Standards: Find the unknown number in an equation. 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 5-2: True or False Equations True or False Equations: Visual Learning Curriculum Standards: Determine if addition and subtraction equations are true or false. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Apply understanding of the equal sign to determine if equations involving addition and subtraction are true. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. Topic 5: Today's Challenge 5-2: Reteach to Build Understanding Worksheet Curriculum Standards: Determine if addition and subtraction equations are true or false. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Apply understanding of the equal sign to determine if equations involving addition and subtraction are true. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. 5-2: Math and Science Activity Curriculum Standards: Determine if addition and subtraction equations are true or false. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Apply understanding of the equal sign to determine if equations involving addition and subtraction are true. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. Digital Math Tool Activities True or False Equations: Another Look Curriculum Standards: Determine if addition and subtraction equations are true or false. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Apply understanding of the equal sign to determine if equations involving addition and subtraction are true. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. 5-3: Make True Equations Make True Equations: Visual Learning Curriculum Standards: Find the missing numbers in equations to make them true. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will create and solve single- step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Topic 5: Today's Challenge 5-3: Reteach to Build Understanding Worksheet Curriculum Standards: Find the missing numbers in equations to make them true. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will create and solve single- step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 5-3: Problem-Solving Reading Activity Curriculum Standards: Find the missing numbers in equations to make them true. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will create and solve single- step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Digital Math Tool Activities Make True Equations: Another Look Curriculum Standards: Find the missing numbers in equations to make them true. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will create and solve single- step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 5-4: Word Problems with Three Addends Word Problems with Three Addends: Visual Learning Curriculum Standards: Use different strategies to solve word problems with 3 addends. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. Topic 5: Today's Challenge 5-4: Reteach to Build Understanding Worksheet Curriculum Standards: Use different strategies to solve word problems with 3 addends. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. 5-4: Center Games Curriculum Standards: Use different strategies to solve word problems with 3 addends. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. Digital Math Tool Activities Word Problems with Three Addends: Another Look Curriculum Standards: Use different strategies to solve word problems with 3 addends. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. 5-5: Add Three Numbers Add Three Numbers: Visual Learning Curriculum Standards: Use different strategies to add three numbers. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. Topic 5: Today's Challenge 5-5: Reteach to Build Understanding Worksheet Curriculum Standards: Use different strategies to add three numbers. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. 5-5: Center Games Curriculum Standards: Use different strategies to add three numbers. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. Digital Math Tool Activities Add Three Numbers: Another Look Curriculum Standards: Use different strategies to add three numbers. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. 5-6: Solve Addition and Subtraction Word Problems Solve Addition and Subtraction Word Problems: Visual Learning Curriculum Standards: Solve word problems involving comparisons. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. Topic 5: Today's Challenge 5-6: Reteach to Build Understanding Worksheet Curriculum Standards: Solve word problems involving comparisons. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. 5-6: Center Games Curriculum Standards: Solve word problems involving comparisons. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. Game: Save the Word: Grade 1 Topics 1–4 Solve Addition and Subtraction Word Problems: Another Look Curriculum Standards: Solve word problems involving comparisons. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. 5-7: Problem Solving: Precision Problem Solving: Precision: Visual Learning Curriculum Standards: Use precision to determine the missing number or symbol in an equation. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will demonstrate an understanding of equality through the use of the equal symbol. Use counting and comparison skills to create and analyze bar graphs and tally charts. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Attend to precision. Attend to precision. Topic 5: Today's Challenge 5-7: Reteach to Build Understanding Worksheet Curriculum Standards: Use precision to determine the missing number or symbol in an equation. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will demonstrate an understanding of equality through the use of the equal symbol. Use counting and comparison skills to create and analyze bar graphs and tally charts. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Attend to precision. Attend to precision. 5-7: Math and Science Activity Curriculum Standards: Use precision to determine the missing number or symbol in an equation. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will demonstrate an understanding of equality through the use of the equal symbol. Use counting and comparison skills to create and analyze bar graphs and tally charts. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Attend to precision. Attend to precision. Game: Flying Cow Incident - 1-Digit Numbers Problem Solving: Precision: Another Look Curriculum Standards: Use precision to determine the missing number or symbol in an equation. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will demonstrate an understanding of equality through the use of the equal symbol. Use counting and comparison skills to create and analyze bar graphs and tally charts. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Attend to precision. Attend to precision. Topic 6: Represent and Interpret Data 6-1: Organize Data into Three Categories Organize Data into Three Categories: Visual Learning Curriculum Standards: Organize data into categories. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Topic 6: Today's Challenge 6-1: Reteach to Build Understanding Worksheet Curriculum Standards: Organize data into categories. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. 6-1: Problem-Solving Reading Activity Curriculum Standards: Organize data into categories. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Game: Save the Word: Grade 1 Topics 1–4 Organize Data into Three Categories: Another Look Curriculum Standards: Organize data into categories. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. 6-2: Collect and Represent Data Collect and Represent Data: Visual Learning Curriculum Standards: Collect and organize information using a picture graph. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to- one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T- charts and tallies. Topic 6: Today's Challenge 6-2: Reteach to Build Understanding Worksheet Curriculum Standards: Collect and organize information using a picture graph. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to- one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T- charts and tallies. 6-2: Problem-Solving Reading Activity Curriculum Standards: Collect and organize information using a picture graph. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to- one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T- charts and tallies. Digital Math Tool Activities Collect and Represent Data: Another Look Curriculum Standards: Collect and organize information using a picture graph. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to- one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T- charts and tallies. 6-3: Interpret Data Interpret Data: Visual Learning Curriculum Standards: Interpret organized data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Topic 6: Today's Challenge 6-3: Reteach to Build Understanding Worksheet Curriculum Standards: Interpret organized data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. 6-3: Center Games Curriculum Standards: Interpret organized data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Digital Math Tool Activities Interpret Data: Another Look Curriculum Standards: Interpret organized data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. 6-4: Continue to Interpret Data Continue to Interpret Data: Visual Learning Curriculum Standards: Use a picture graph to interpret data. 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). 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). Organize, represent, 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. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Topic 6: Today's Challenge 6-4: Reteach to Build Understanding Worksheet Curriculum Standards: Use a picture graph to interpret data. 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). 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). Organize, represent, 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. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. 6-4: Math and Science Activity Curriculum Standards: Use a picture graph to interpret data. 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). 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). Organize, represent, 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. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Digital Math Tool Activities Continue to Interpret Data: Another Look Curriculum Standards: Use a picture graph to interpret data. 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). 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). Organize, represent, 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. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. 6-5: Problem Solving: Persevere Problem Solving: Persevere: Visual Learning Curriculum Standards: Use perseverance to solve problems about sets of data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to- one correspondence. Draw conclusions from picture and bar-type graphs. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Topic 6: Today's Challenge 6-5: Reteach to Build Understanding Worksheet Curriculum Standards: Use perseverance to solve problems about sets of data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to- one correspondence. Draw conclusions from picture and bar-type graphs. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. 6-5: Math and Science Activity Curriculum Standards: Use perseverance to solve problems about sets of data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to- one correspondence. Draw conclusions from picture and bar-type graphs. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Game: Fluency - Add and Subtract within 10 Problem Solving: Persevere: Another Look Curriculum Standards: Use perseverance to solve problems about sets of data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to- one correspondence. Draw conclusions from picture and bar-type graphs. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Topic 7: Extend the Counting Sequence 7-1: Count by 10s to 120 Count by 10s to 120: Visual Learning Curriculum Standards: Count by 10s to 120. 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. 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). The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. 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. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Count by 10s to 120 starting at any number. Topic 7: Today's Challenge 7-1: Reteach to Build Understanding Worksheet Curriculum Standards: Count by 10s to 120. 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. 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). The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. 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. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Count by 10s to 120 starting at any number. 7-1: Center Games Curriculum Standards: Count by 10s to 120. 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. 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). The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. 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. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Count by 10s to 120 starting at any number. Game: Gobbling Globs - Tens and Ones Count by 10s to 120: Another Look Curriculum Standards: Count by 10s to 120. 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. 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). The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. 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. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Count by 10s to 120 starting at any number. 7-2: Count by 1s to 120 Count by 1s to 120: Visual Learning Curriculum Standards: Count by 1s to 120. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Topic 7: Today's Challenge 7-2: Reteach to Build Understanding Worksheet Curriculum Standards: Count by 1s to 120. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. 7-2: Center Games Curriculum Standards: Count by 1s to 120. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Digital Math Tool Activities Count by 1s to 120: Another Look Curriculum Standards: Count by 1s to 120. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. 7-3: Count on a Number Chart to 120 Count on a Number Chart to 120: Visual Learning Curriculum Standards: Count on a number chart to 120 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. The student, given an ordered set of ten objects and/or pictures, will indicate the ordinal position of each object, first through tenth. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 5s to 100 starting at any multiple of five. Topic 7: Today's Challenge 7-3: Reteach to Build Understanding Worksheet Curriculum Standards: Count on a number chart to 120 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. The student, given an ordered set of ten objects and/or pictures, will indicate the ordinal position of each object, first through tenth. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 5s to 100 starting at any multiple of five. 7-3: Problem-Solving Reading Activity Curriculum Standards: Count on a number chart to 120 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. The student, given an ordered set of ten objects and/or pictures, will indicate the ordinal position of each object, first through tenth. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 5s to 100 starting at any multiple of five. Digital Math Tool Activities Count on a Number Chart to 120: Another Look Curriculum Standards: Count on a number chart to 120 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. The student, given an ordered set of ten objects and/or pictures, will indicate the ordinal position of each object, first through tenth. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 5s to 100 starting at any multiple of five. 7-4: Count by 1s or 10s to 120 Count by 1s or 10s to 120: Visual Learning Curriculum Standards: Find number patterns on a number chart. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. Topic 7: Today's Challenge 7-4: Reteach to Build Understanding Worksheet Curriculum Standards: Find number patterns on a number chart. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. 7-4: Math and Science Activity Curriculum Standards: Find number patterns on a number chart. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. Game: Gobbling Globs - Tens and Ones Count by 1s or 10s to 120: Another Look Curriculum Standards: Find number patterns on a number chart. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. 7-5: Count on an Open Number Line Count on an Open Number Line: Visual Learning Curriculum Standards: Count to 120 using an open number line. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. Topic 7: Today's Challenge 7-5: Reteach to Build Understanding Worksheet Curriculum Standards: Count to 120 using an open number line. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. 7-5: Center Games Curriculum Standards: Count to 120 using an open number line. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. Game: Gobbling Globs - Tens and Ones Count on an Open Number Line: Another Look Curriculum Standards: Count to 120 using an open number line. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. 7-6: Count and Write Numerals Count and Write Numerals: Visual Learning Curriculum Standards: Write numerals to show how many objects are in a group. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 5s to 100 starting at any multiple of five. Understand two-digit numbers are composed of ten(s) and one(s). Count by 10s to 120 starting at any number. Topic 7: Today's Challenge 7-6: Reteach to Build Understanding Worksheet Curriculum Standards: Write numerals to show how many objects are in a group. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 5s to 100 starting at any multiple of five. Understand two-digit numbers are composed of ten(s) and one(s). Count by 10s to 120 starting at any number. 7-6: Math and Science Activity Curriculum Standards: Write numerals to show how many objects are in a group. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 5s to 100 starting at any multiple of five. Understand two-digit numbers are composed of ten(s) and one(s). Count by 10s to 120 starting at any number. Digital Math Tool Activities Count and Write Numerals: Another Look Curriculum Standards: Write numerals to show how many objects are in a group. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 5s to 100 starting at any multiple of five. Understand two-digit numbers are composed of ten(s) and one(s). Count by 10s to 120 starting at any number. 7-7: Problem Solving: Repeated Reasoning Problem Solving: Repeated Reasoning: Visual Learning Curriculum Standards: Find better and faster ways to solve problems. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. Topic 7: Today's Challenge 7-7: Reteach to Build Understanding Worksheet Curriculum Standards: Find better and faster ways to solve problems. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. 7-7: Problem-Solving Reading Activity Curriculum Standards: Find better and faster ways to solve problems. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. Game: Fluency - Add and Subtract within 10 Problem Solving: Repeated Reasoning: Another Look Curriculum Standards: Find better and faster ways to solve problems. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. Topic 8: Understand Place Value 8-1: Make Numbers 11 to 19 Make Numbers 11 to 19: Visual Learning Curriculum Standards: Read and write numbers 11 to 19. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Topic 8: Today's Challenge 8-1: Reteach to Build Understanding Worksheet Curriculum Standards: Read and write numbers 11 to 19. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). 8-1: Center Games Curriculum Standards: Read and write numbers 11 to 19. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Digital Math Tool Activities Make Numbers 11 to 19: Another Look Curriculum Standards: Read and write numbers 11 to 19. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). 8-2: Numbers Made with Tens Numbers Made with Tens: Visual Learning Curriculum Standards: Show groups of 10 with connecting cubes. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) 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). The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. 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. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Topic 8: Today's Challenge 8-2: Reteach to Build Understanding Worksheet Curriculum Standards: Show groups of 10 with connecting cubes. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) 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). The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. 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. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). 8-2: Center Games Curriculum Standards: Show groups of 10 with connecting cubes. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) 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). The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. 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. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Game: Gobbling Globs - Tens and Ones Numbers Made with Tens: Another Look Curriculum Standards: Show groups of 10 with connecting cubes. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) 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). The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. 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. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). 8-3: Count with Groups of Tens and Leftovers Count with Groups of Tens and Leftovers: Visual Learning Curriculum Standards: Group tens to solve problems. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Topic 8: Today's Challenge 8-3: Reteach to Build Understanding Worksheet Curriculum Standards: Group tens to solve problems. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). 8-3: Math and Science Activity Curriculum Standards: Group tens to solve problems. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Digital Math Tool Activities Count with Groups of Tens and Leftovers: Another Look Curriculum Standards: Group tens to solve problems. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). 8-4: Tens and Ones Tens and Ones: Visual Learning Curriculum Standards: Count tens and ones to find a two-digit number. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two- digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Topic 8: Today's Challenge 8-4: Reteach to Build Understanding Worksheet Curriculum Standards: Count tens and ones to find a two-digit number. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two- digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). 8-4: Problem-Solving Reading Activity Curriculum Standards: Count tens and ones to find a two-digit number. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two- digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Game: Gobbling Globs - Tens and Ones Tens and Ones: Another Look Curriculum Standards: Count tens and ones to find a two-digit number. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two- digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). 8-5: Continue with Tens and Ones Continue with Tens and Ones: Visual Learning Curriculum Standards: Use drawings to solve problems with tens and ones. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand two-digit numbers are composed of ten(s) and one(s). Topic 8: Today's Challenge 8-5: Reteach to Build Understanding Worksheet Curriculum Standards: Use drawings to solve problems with tens and ones. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand two-digit numbers are composed of ten(s) and one(s). 8-5: Math and Science Activity Curriculum Standards: Use drawings to solve problems with tens and ones. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand two-digit numbers are composed of ten(s) and one(s). Game: Gobbling Globs - Tens and Ones Continue with Tens and Ones: Another Look Curriculum Standards: Use drawings to solve problems with tens and ones. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand two-digit numbers are composed of ten(s) and one(s). 8-6: Problem Solving: Look For & Use Structure Problem Solving: Look For & Use Structure: Visual Learning Curriculum Standards: Use tens and ones to make numbers in different ways. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Look for and make use of structure. Look for and make use of structure. Topic 8: Today's Challenge 8-6: Reteach to Build Understanding Worksheet Curriculum Standards: Use tens and ones to make numbers in different ways. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Look for and make use of structure. Look for and make use of structure. 8-6: Problem-Solving Reading Activity Curriculum Standards: Use tens and ones to make numbers in different ways. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Look for and make use of structure. Look for and make use of structure. Game: Save the Word: Grade 1 Topics 1–8 Problem Solving: Look For & Use Structure: Another Look Curriculum Standards: Use tens and ones to make numbers in different ways. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Look for and make use of structure. Look for and make use of structure. Topic 9: Compare Two-Digit Numbers 9-1: 1 More, 1 Less; 10 More, 10 Less 1 More, 1 Less; 10 More, 10 Less: Visual Learning Curriculum Standards: Find numbers that are more or less than a given number. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. 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. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers using the symbols >, = or <. Calculate 10 more or 10 less than a given number mentally without having to count. Topic 9: Today's Challenge 9-1: Reteach to Build Understanding Worksheet Curriculum Standards: Find numbers that are more or less than a given number. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. 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. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers using the symbols >, = or <. Calculate 10 more or 10 less than a given number mentally without having to count. 9-1: Math and Science Activity Curriculum Standards: Find numbers that are more or less than a given number. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. 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. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers using the symbols >, = or <. Calculate 10 more or 10 less than a given number mentally without having to count. Game: Launch that Sheep - Add and Subtract 1, 2, 5, 10 1 More, 1 Less; 10 More, 10 Less: Another Look Curriculum Standards: Find numbers that are more or less than a given number. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. 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. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers using the symbols >, = or <. Calculate 10 more or 10 less than a given number mentally without having to count. 9-2: Make Numbers on a Hundred Chart Make Numbers on a Hundred Chart: Visual Learning Curriculum Standards: Use a hundred chart to find 1 more, 1 less, and 10 more, 10 less. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. 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. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. 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. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real- world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. Topic 9: Today's Challenge 9-2: Reteach to Build Understanding Worksheet Curriculum Standards: Use a hundred chart to find 1 more, 1 less, and 10 more, 10 less. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. 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. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. 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. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real- world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. 9-2: Center Games Curriculum Standards: Use a hundred chart to find 1 more, 1 less, and 10 more, 10 less. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. 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. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. 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. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real- world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. Digital Math Tool Activities Make Numbers on a Hundred Chart: Another Look Curriculum Standards: Use a hundred chart to find 1 more, 1 less, and 10 more, 10 less. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. 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. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. 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. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real- world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. 9-3: Compare Numbers Compare Numbers: Visual Learning Curriculum Standards: Use place-value blocks to compare 2 two-digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Topic 9: Today's Challenge 9-3: Reteach to Build Understanding Worksheet Curriculum Standards: Use place-value blocks to compare 2 two-digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. 9-3: Problem-Solving Reading Activity Curriculum Standards: Use place-value blocks to compare 2 two-digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Digital Math Tool Activities Compare Numbers: Another Look Curriculum Standards: Use place-value blocks to compare 2 two-digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. 9-4: Compare Numbers with Symbols (>, <, =) Compare Numbers with Symbols (>, <, =): Visual Learning Curriculum Standards: Compare two numbers using a greater than, a less than, or an equal to sign. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Topic 9: Today's Challenge 9-4: Reteach to Build Understanding Worksheet Curriculum Standards: Compare two numbers using a greater than, a less than, or an equal to sign. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. 9-4: Problem-Solving Reading Activity Curriculum Standards: Compare two numbers using a greater than, a less than, or an equal to sign. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Digital Math Tool Activities Compare Numbers with Symbols (>, <, =): Another Look Curriculum Standards: Compare two numbers using a greater than, a less than, or an equal to sign. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. 9-5: Compare Numbers on a Number Line Compare Numbers on a Number Line: Visual Learning Curriculum Standards: Compare and write two-digit numbers that are greater than or less than other two-digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. 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. Compare and order whole numbers from 0 to 100. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Topic 9: Today's Challenge 9-5: Reteach to Build Understanding Worksheet Curriculum Standards: Compare and write two-digit numbers that are greater than or less than other two-digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. 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. Compare and order whole numbers from 0 to 100. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. 9-5: Center Games Curriculum Standards: Compare and write two-digit numbers that are greater than or less than other two-digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. 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. Compare and order whole numbers from 0 to 100. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Game: Launch that Sheep - Add and Subtract 1, 2, 5, 10 Compare Numbers on a Number Line: Another Look Curriculum Standards: Compare and write two-digit numbers that are greater than or less than other two-digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. 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. Compare and order whole numbers from 0 to 100. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. 9-6: Problem Solving: Make Sense & Persevere Problem Solving: Make Sense & Persevere: Visual Learning Curriculum Standards: Make sense of a problem and find the best way to solve it. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. The student will sort and classify concrete objects according to one or two attributes. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Topic 9: Today's Challenge 9-6: Reteach to Build Understanding Worksheet Curriculum Standards: Make sense of a problem and find the best way to solve it. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. The student will sort and classify concrete objects according to one or two attributes. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. 9-6: Math and Science Activity Curriculum Standards: Make sense of a problem and find the best way to solve it. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. The student will sort and classify concrete objects according to one or two attributes. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Game: Fluency - Add and Subtract within 10 Problem Solving: Make Sense & Persevere: Another Look Curriculum Standards: Make sense of a problem and find the best way to solve it. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. The student will sort and classify concrete objects according to one or two attributes. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Topic 10: Use Models and Strategies to Add with Tens and Ones 10-1: Add Tens Using Models Add Tens Using Models: Visual Learning Curriculum Standards: Add 2 multiples of 10. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Topic 10: Today's Challenge 10-1: Reteach to Build Understanding Worksheet Curriculum Standards: Add 2 multiples of 10. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. 10-1: Center Games Curriculum Standards: Add 2 multiples of 10. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Digital Math Tool Activities Add Tens Using Models: Another Look Curriculum Standards: Add 2 multiples of 10. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. 10-2: Mental Math: Ten More Than a Number Mental Math: Ten More Than a Number: Visual Learning Curriculum Standards: Use mental math to add tens to two-digit numbers. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. Topic 10: Today's Challenge 10-2: Reteach to Build Understanding Worksheet Curriculum Standards: Use mental math to add tens to two-digit numbers. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. 10-2: Problem-Solving Reading Activity Curriculum Standards: Use mental math to add tens to two-digit numbers. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. Digital Math Tool Activities Mental Math: Ten More Than a Number: Another Look Curriculum Standards: Use mental math to add tens to two-digit numbers. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. 10-3: Add Tens and Ones Using a Hundred Chart Add Tens and Ones Using a Hundred Chart: Visual Learning Curriculum Standards: Use a hundred chart to add tens and ones. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Topic 10: Today's Challenge 10-3: Reteach to Build Understanding Worksheet Curriculum Standards: Use a hundred chart to add tens and ones. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. 10-3: Math and Science Activity Curriculum Standards: Use a hundred chart to add tens and ones. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Digital Math Tool Activities Add Tens and Ones Using a Hundred Chart: Another Look Curriculum Standards: Use a hundred chart to add tens and ones. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. 10-4: Add Tens and Ones Using an Open Number Line Add Tens and Ones Using an Open Number Line: Visual Learning Curriculum Standards: Use a number line to solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Topic 10: Today's Challenge 10-4: Reteach to Build Understanding Worksheet Curriculum Standards: Use a number line to solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. 10-4: Problem-Solving Reading Activity Curriculum Standards: Use a number line to solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Digital Math Tool Activities Add Tens and Ones Using an Open Number Line: Another Look Curriculum Standards: Use a number line to solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. 10-5: Add Tens and Ones Using Models Add Tens and Ones Using Models: Visual Learning Curriculum Standards: Solve addition problems by using blocks or drawings. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Topic 10: Today's Challenge 10-5: Reteach to Build Understanding Worksheet Curriculum Standards: Solve addition problems by using blocks or drawings. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. 10-5: Math and Science Activity Curriculum Standards: Solve addition problems by using blocks or drawings. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Game: Gobbling Globs - Tens and Ones Add Tens and Ones Using Models: Another Look Curriculum Standards: Solve addition problems by using blocks or drawings. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. 10-6: Make a Ten to Add Make a Ten to Add: Visual Learning Curriculum Standards: Make a ten to help solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Topic 10: Today's Challenge 10-6: Reteach to Build Understanding Worksheet Curriculum Standards: Make a ten to help solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. 10-6: Center Games Curriculum Standards: Make a ten to help solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Digital Math Tool Activities Make a Ten to Add: Another Look Curriculum Standards: Make a ten to help solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. 10-7: Add Using Place Value Add Using Place Value: Visual Learning Curriculum Standards: Add 2 two-digit numbers. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. A two-digit number and a one- digit number A two-digit number and a multiple of 10 Add within 100. Topic 10: Today's Challenge 10-7: Reteach to Build Understanding Worksheet Curriculum Standards: Add 2 two-digit numbers. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. A two-digit number and a one- digit number A two-digit number and a multiple of 10 Add within 100. 10-7: Center Games Curriculum Standards: Add 2 two-digit numbers. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. A two-digit number and a one- digit number A two-digit number and a multiple of 10 Add within 100. Game: Gobbling Globs - Tens and Ones Add Using Place Value: Another Look Curriculum Standards: Add 2 two-digit numbers. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. A two-digit number and a one- digit number A two-digit number and a multiple of 10 Add within 100. 10-8: Practice Adding Using Strategies Practice Adding Using Strategies: Visual Learning Curriculum Standards: Solve addition problems using different strategies. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Add within 100. Calculate 10 more or 10 less than a given number mentally without having to count. Use properties as strategies to add and subtract. Topic 10: Today's Challenge 10-8: Reteach to Build Understanding Worksheet Curriculum Standards: Solve addition problems using different strategies. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Add within 100. Calculate 10 more or 10 less than a given number mentally without having to count. Use properties as strategies to add and subtract. 10-8: Center Games Curriculum Standards: Solve addition problems using different strategies. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Add within 100. Calculate 10 more or 10 less than a given number mentally without having to count. Use properties as strategies to add and subtract. Game: Gobbling Globs - Tens and Ones Practice Adding Using Strategies: Another Look Curriculum Standards: Solve addition problems using different strategies. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Add within 100. Calculate 10 more or 10 less than a given number mentally without having to count. Use properties as strategies to add and subtract. 10-9: Problem Solving: Model with Math Problem Solving: Model with Math: Visual Learning Curriculum Standards: Model and solve problems by drawing a picture and writing an equation. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. Model with mathematics. Model with mathematics. Topic 10: Today's Challenge 10-9: Reteach to Build Understanding Worksheet Curriculum Standards: Model and solve problems by drawing a picture and writing an equation. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. Model with mathematics. Model with mathematics. 10-9: Center Games Curriculum Standards: Model and solve problems by drawing a picture and writing an equation. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. Model with mathematics. Model with mathematics. Game: Save the Word: Grade 1 Topics 1–8 Problem Solving: Model with Math: Another Look Curriculum Standards: Model and solve problems by drawing a picture and writing an equation. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. Model with mathematics. Model with mathematics. Topic 11: Use Models and Strategies to Subtract Tens 11-1: Subtract Tens Using Models Subtract Tens Using Models: Visual Learning Curriculum Standards: Use models to subtract tens. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Topic 11: Today's Challenge 11-1: Reteach to Build Understanding Worksheet Curriculum Standards: Use models to subtract tens. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. 11-1: Center Games Curriculum Standards: Use models to subtract tens. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Digital Math Tool Activities Subtract Tens Using Models: Another Look Curriculum Standards: Use models to subtract tens. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. 11-2: Subtract Tens Using a Hundred Chart Subtract Tens Using a Hundred Chart: Visual Learning Curriculum Standards: Use a hundred chart to subtract a multiple of 10 from another multiple of 10. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Topic 11: Today's Challenge 11-2: Reteach to Build Understanding Worksheet Curriculum Standards: Use a hundred chart to subtract a multiple of 10 from another multiple of 10. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. 11-2: Center Games Curriculum Standards: Use a hundred chart to subtract a multiple of 10 from another multiple of 10. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Digital Math Tool Activities Subtract Tens Using a Hundred Chart: Another Look Curriculum Standards: Use a hundred chart to subtract a multiple of 10 from another multiple of 10. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. 11-3: Subtract Tens Using an Open Number Line Subtract Tens Using an Open Number Line: Visual Learning Curriculum Standards: Use an open number line to solve subtraction problems. Given a two- digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Topic 11: Today's Challenge 11-3: Reteach to Build Understanding Worksheet Curriculum Standards: Use an open number line to solve subtraction problems. Given a two- digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. 11-3: Math and Science Activity Curriculum Standards: Use an open number line to solve subtraction problems. Given a two- digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Game: Amazing Savings 1 Subtract Tens Using an Open Number Line: Another Look Curriculum Standards: Use an open number line to solve subtraction problems. Given a two- digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. 11-4: Use Addition to Subtract Tens Use Addition to Subtract Tens: Visual Learning Curriculum Standards: Use addition to subtract tens. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Topic 11: Today's Challenge 11-4: Reteach to Build Understanding Worksheet Curriculum Standards: Use addition to subtract tens. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Add or subtract a multiple of 10 from another two-digit number, and justify the solution. 11-4: Problem-Solving Reading Activity Curriculum Standards: Use addition to subtract tens. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Digital Math Tool Activities Use Addition to Subtract Tens: Another Look Curriculum Standards: Use addition to subtract tens. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Add or subtract a multiple of 10 from another two-digit number, and justify the solution. 11-5: Mental Math: Ten Less Than a Number Mental Math: Ten Less Than a Number: Visual Learning Curriculum Standards: Use mental math to subtract ten from a two-digit number. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. Topic 11: Today's Challenge 11-5: Reteach to Build Understanding Worksheet Curriculum Standards: Use mental math to subtract ten from a two-digit number. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. 11-5: Math and Science Activity Curriculum Standards: Use mental math to subtract ten from a two-digit number. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. Digital Math Tool Activities Mental Math: Ten Less Than a Number: Another Look Curriculum Standards: Use mental math to subtract ten from a two-digit number. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. 11-6: Use Strategies to Practice Subtraction Use Strategies to Practice Subtraction: Visual Learning Curriculum Standards: Use different strategies to subtract. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Topic 11: Today's Challenge 11-6: Reteach to Build Understanding Worksheet Curriculum Standards: Use different strategies to subtract. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. 11-6: Problem-Solving Reading Activity Curriculum Standards: Use different strategies to subtract. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Game: Launch that Sheep - Add and Subtract 1, 2, 5, 10 Use Strategies to Practice Subtraction: Another Look Curriculum Standards: Use different strategies to subtract. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. 11-7: Problem Solving: Model with Math Problem Solving: Model with Math: Visual Learning Curriculum Standards: Model thinking to solve problems. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Model with mathematics. Model with mathematics. Topic 11: Today's Challenge 11-7: Reteach to Build Understanding Worksheet Curriculum Standards: Model thinking to solve problems. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Model with mathematics. Model with mathematics. 11-7: Center Games Curriculum Standards: Model thinking to solve problems. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Model with mathematics. Model with mathematics. Digital Math Tool Activities Problem Solving: Model with Math: Another Look Curriculum Standards: Model thinking to solve problems. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Model with mathematics. Model with mathematics. Topic 12: Measure Lengths 12-1: Compare and Order by Length Compare and Order by Length: Visual Learning Curriculum Standards: Order objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. Topic 12: Today's Challenge 12-1: Reteach to Build Understanding Worksheet Curriculum Standards: Order objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. 12-1: Math and Science Activity Curriculum Standards: Order objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. Game: Fluency - Add and Subtract within 10 Compare and Order by Length: Another Look Curriculum Standards: Order objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. 12-2: Indirect Measurement Indirect Measurement: Visual Learning Curriculum Standards: Indirectly compare objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. Topic 12: Today's Challenge 12-2: Reteach to Build Understanding Worksheet Curriculum Standards: Indirectly compare objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. 12-2: Problem-Solving Reading Activity Curriculum Standards: Indirectly compare objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. Game: Fluency - Add and Subtract within 10 Indirect Measurement: Another Look Curriculum Standards: Indirectly compare objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. 12-3: Use Units to Measure Length Use Units to Measure Length: Visual Learning Curriculum Standards: Use objects to measure length. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Measure the same object/distance with units of two different lengths and describe how and why the measurements differ. Describe a length to the nearest whole unit using a number and a unit. Express the length of an object as a whole number of non- standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Demonstrate the ability to measure length or distance using objects. Topic 12: Today's Challenge 12-3: Reteach to Build Understanding Worksheet Curriculum Standards: Use objects to measure length. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Measure the same object/distance with units of two different lengths and describe how and why the measurements differ. Describe a length to the nearest whole unit using a number and a unit. Express the length of an object as a whole number of non- standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Demonstrate the ability to measure length or distance using objects. 12-3: Math and Science Activity Curriculum Standards: Use objects to measure length. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Measure the same object/distance with units of two different lengths and describe how and why the measurements differ. Describe a length to the nearest whole unit using a number and a unit. Express the length of an object as a whole number of non- standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Demonstrate the ability to measure length or distance using objects. Digital Math Tool Activities Use Units to Measure Length: Another Look Curriculum Standards: Use objects to measure length. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Measure the same object/distance with units of two different lengths and describe how and why the measurements differ. Describe a length to the nearest whole unit using a number and a unit. Express the length of an object as a whole number of non- standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Demonstrate the ability to measure length or distance using objects. 12-4: Continue to Measure Length Continue to Measure Length: Visual Learning Curriculum Standards: Use cubes and other units to compare lengths and heights of objects. Order three objects by length and compare the lengths of two objects indirectly by using a third object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Express the length of an object as a whole number of non-standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. Topic 12: Today's Challenge 12-4: Reteach to Build Understanding Worksheet Curriculum Standards: Use cubes and other units to compare lengths and heights of objects. Order three objects by length and compare the lengths of two objects indirectly by using a third object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Express the length of an object as a whole number of non-standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. 12-4: Center Games Curriculum Standards: Use cubes and other units to compare lengths and heights of objects. Order three objects by length and compare the lengths of two objects indirectly by using a third object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Express the length of an object as a whole number of non-standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. Digital Math Tool Activities Continue to Measure Length: Another Look Curriculum Standards: Use cubes and other units to compare lengths and heights of objects. Order three objects by length and compare the lengths of two objects indirectly by using a third object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Express the length of an object as a whole number of non-standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. 12-5: Problem Solving: Use Appropriate Tools Problem Solving: Use Appropriate Tools: Visual Learning Curriculum Standards: Choose an appropriate tool and use it to measure a given object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Use appropriate tools strategically. Use appropriate tools strategically. Topic 12: Today's Challenge 12-5: Reteach to Build Understanding Worksheet Curriculum Standards: Choose an appropriate tool and use it to measure a given object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Use appropriate tools strategically. Use appropriate tools strategically. 12-5: Problem-Solving Reading Activity Curriculum Standards: Choose an appropriate tool and use it to measure a given object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Use appropriate tools strategically. Use appropriate tools strategically. Digital Math Tool Activities Problem Solving: Use Appropriate Tools: Another Look Curriculum Standards: Choose an appropriate tool and use it to measure a given object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Use appropriate tools strategically. Use appropriate tools strategically. Topic 13: Time 13-1: Understand the Hour and Minute Hands Understand the Hour and Minute Hands: Visual Learning Curriculum Standards: Tell time to the hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. Topic 13: Today's Challenge 13-1: Reteach to Build Understanding Worksheet Curriculum Standards: Tell time to the hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. 13-1: Problem-Solving Reading Activity Curriculum Standards: Tell time to the hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. Digital Math Tool Activities Understand the Hour and Minute Hands: Another Look Curriculum Standards: Tell time to the hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. 13-2: Tell and Write Time to the Hour Tell and Write Time to the Hour: Visual Learning Curriculum Standards: Tell time to the hour using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half- hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. Topic 13: Today's Challenge 13-2: Reteach to Build Understanding Worksheet Curriculum Standards: Tell time to the hour using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half- hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. 13-2: Math and Science Activity Curriculum Standards: Tell time to the hour using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half- hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. Digital Math Tool Activities Tell and Write Time to the Hour: Another Look Curriculum Standards: Tell time to the hour using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half- hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. 13-3: Tell and Write Time to the Half Hour Tell and Write Time to the Half Hour: Visual Learning Curriculum Standards: Tell time to the half hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. Topic 13: Today's Challenge 13-3: Reteach to Build Understanding Worksheet Curriculum Standards: Tell time to the half hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. 13-3: Problem-Solving Reading Activity Curriculum Standards: Tell time to the half hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. Game: Save the Word: Grade 1 Topics 1–12 Tell and Write Time to the Half Hour: Another Look Curriculum Standards: Tell time to the half hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. 13-4: Problem Solving: Reasoning Problem Solving: Reasoning: Visual Learning Curriculum Standards: Use reasoning to tell and write time. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Reason abstractly and quantitatively. Reason abstractly and quantitatively. Topic 13: Today's Challenge 13-4: Reteach to Build Understanding Worksheet Curriculum Standards: Use reasoning to tell and write time. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Reason abstractly and quantitatively. Reason abstractly and quantitatively. 13-4: Math and Science Activity Curriculum Standards: Use reasoning to tell and write time. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Reason abstractly and quantitatively. Reason abstractly and quantitatively. Game: Fluency - Add and Subtract within 10 Problem Solving: Reasoning: Another Look Curriculum Standards: Use reasoning to tell and write time. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Reason abstractly and quantitatively. Reason abstractly and quantitatively. Topic 14: Reason with Shapes and Their Attributes 14-1: Use Attributes to Define Two-Dimensional (2-D) Shapes Use Attributes to Define Two-Dimensional (2-D) Shapes: Visual Learning Curriculum Standards: Use attributes to match shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Topic 14: Today's Challenge 14-1: Reteach to Build Understanding Worksheet Curriculum Standards: Use attributes to match shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. 14-1: Math and Science Activity Curriculum Standards: Use attributes to match shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Digital Math Tool Activities Use Attributes to Define Two-Dimensional (2-D) Shapes: Another Look Curriculum Standards: Use attributes to match shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. 14-2: Defining and Non-Defining Attributes of 2-D Shapes Defining and Non-Defining Attributes of 2-D Shapes: Visual Learning Curriculum Standards: Define 2-D shapes by their attributes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Topic 14: Today's Challenge 14-2: Reteach to Build Understanding Worksheet Curriculum Standards: Define 2-D shapes by their attributes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. 14-2: Center Games Curriculum Standards: Define 2-D shapes by their attributes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Digital Math Tool Activities Defining and Non-Defining Attributes of 2-D Shapes: Another Look Curriculum Standards: Define 2-D shapes by their attributes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. 14-3: Build and Draw 2-D Shapes by Attributes Build and Draw 2-D Shapes by Attributes: Visual Learning Curriculum Standards: Use materials to build and draw 2-D shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non- defining attributes; build and draw shapes that possess defining attributes. Topic 14: Today's Challenge 14-3: Reteach to Build Understanding Worksheet Curriculum Standards: Use materials to build and draw 2-D shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non- defining attributes; build and draw shapes that possess defining attributes. 14-3: Problem-Solving Reading Activity Curriculum Standards: Use materials to build and draw 2-D shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non- defining attributes; build and draw shapes that possess defining attributes. Game: Save the Word: Grade 1 Topics 1–12 Build and Draw 2-D Shapes by Attributes: Another Look Curriculum Standards: Use materials to build and draw 2-D shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non- defining attributes; build and draw shapes that possess defining attributes. 14-4: Compose 2-D Shapes Compose 2-D Shapes: Visual Learning Curriculum Standards: Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose and decompose larger shapes using smaller two-dimensional shapes. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. Topic 14: Today's Challenge 14-4: Reteach to Build Understanding Worksheet Curriculum Standards: Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose and decompose larger shapes using smaller two-dimensional shapes. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. 14-4: Math and Science Activity Curriculum Standards: Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose and decompose larger shapes using smaller two-dimensional shapes. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. Digital Math Tool Activities Compose 2-D Shapes: Another Look Curriculum Standards: Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose and decompose larger shapes using smaller two-dimensional shapes. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. 14-5: Compose New 2-D Shapes from 2-D Shapes Compose New 2-D Shapes from 2-D Shapes: Visual Learning Curriculum Standards: Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three-dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. Topic 14: Today's Challenge 14-5: Reteach to Build Understanding Worksheet Curriculum Standards: Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three-dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. 14-5: Center Games Curriculum Standards: Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three-dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. Digital Math Tool Activities Compose New 2-D Shapes from 2-D Shapes: Another Look Curriculum Standards: Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three-dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. 14-6: Use Attributes to Define Three-Dimensional (3-D) Shapes Use Attributes to Define Three-Dimensional (3-D) Shapes: Visual Learning Curriculum Standards: Define 3-D shapes by their number of edges, vertices, and faces or flat surfaces. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose and decompose larger shapes using smaller two-dimensional shapes. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Topic 14: Today's Challenge 14-6: Reteach to Build Understanding Worksheet Curriculum Standards: Define 3-D shapes by their number of edges, vertices, and faces or flat surfaces. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose and decompose larger shapes using smaller two-dimensional shapes. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. 14-6: Problem-Solving Reading Activity Curriculum Standards: Define 3-D shapes by their number of edges, vertices, and faces or flat surfaces. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose and decompose larger shapes using smaller two-dimensional shapes. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Digital Math Tool Activities Use Attributes to Define Three-Dimensional (3-D) Shapes: Another Look Curriculum Standards: Define 3-D shapes by their number of edges, vertices, and faces or flat surfaces. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose and decompose larger shapes using smaller two-dimensional shapes. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. 14-7: Defining and Non-Defining Attributes of 3-D Shapes Defining and Non-Defining Attributes of 3-D Shapes: Visual Learning Curriculum Standards: Choose defining attributes of 3-D shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Topic 14: Today's Challenge 14-7: Reteach to Build Understanding Worksheet Curriculum Standards: Choose defining attributes of 3-D shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. 14-7: Center Games Curriculum Standards: Choose defining attributes of 3-D shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Game: Fluency - Add and Subtract within 10 Defining and Non-Defining Attributes of 3-D Shapes: Another Look Curriculum Standards: Choose defining attributes of 3-D shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. 14-8: Compose with 3-D Shapes Compose with 3-D Shapes: Visual Learning Curriculum Standards: Combine 3-D shapes to make another 3-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose structures with three-dimensional shapes. Recognize three- dimensional shapes such as cubes, cones, cylinders, and spheres. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. Topic 14: Today's Challenge 14-8: Reteach to Build Understanding Worksheet Curriculum Standards: Combine 3-D shapes to make another 3-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose structures with three-dimensional shapes. Recognize three- dimensional shapes such as cubes, cones, cylinders, and spheres. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. 14-8: Center Games Curriculum Standards: Combine 3-D shapes to make another 3-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose structures with three-dimensional shapes. Recognize three- dimensional shapes such as cubes, cones, cylinders, and spheres. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. Game: Amazing Savings 1 Compose with 3-D Shapes: Another Look Curriculum Standards: Combine 3-D shapes to make another 3-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose structures with three-dimensional shapes. Recognize three- dimensional shapes such as cubes, cones, cylinders, and spheres. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. 14-9: Problem Solving: Make Sense & Persevere Problem Solving: Make Sense & Persevere: Visual Learning Curriculum Standards: Find differences among various shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Topic 14: Today's Challenge 14-9: Reteach to Build Understanding Worksheet Curriculum Standards: Find differences among various shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. 14-9: Center Games Curriculum Standards: Find differences among various shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Digital Math Tool Activities Problem Solving: Make Sense & Persevere: Another Look Curriculum Standards: Find differences among various shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Topic 15: Equal Shares of Circles and Rectangles 15-1: Make Equal Parts Make Equal Shares: Visual Learning Curriculum Standards: Determine whether shapes are divided into equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Topic 15: Today's Challenge 15-1: Reteach to Build Understanding Worksheet Curriculum Standards: Determine whether shapes are divided into equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. 15-1: Problem-Solving Reading Activity Curriculum Standards: Determine whether shapes are divided into equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Digital Math Tool Activities Make Equal Shares: Another Look Curriculum Standards: Determine whether shapes are divided into equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. 15-2: Make Halves and Fourths of Rectangles and Circles Make Halves and Fourths of Rectangles and Circles: Visual Learning Curriculum Standards: Divide shapes into 2 and 4 equal shares and use words to describe those shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three- dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Topic 15: Today's Challenge 15-2: Reteach to Build Understanding Worksheet Curriculum Standards: Divide shapes into 2 and 4 equal shares and use words to describe those shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three- dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. 15-2: Math and Science Activity Curriculum Standards: Divide shapes into 2 and 4 equal shares and use words to describe those shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three- dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Digital Math Tool Activities Make Halves and Fourths of Rectangles and Circles: Another Look Curriculum Standards: Divide shapes into 2 and 4 equal shares and use words to describe those shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three- dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. 15-3: Understand Halves and Fourths Understand Halves and Fourths: Visual Learning Curriculum Standards: Understand that more equal shares of the same whole create smaller shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Topic 15: Today's Challenge 15-3: Reteach to Build Understanding Worksheet Curriculum Standards: Understand that more equal shares of the same whole create smaller shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. 15-3: Problem-Solving Reading Activity Curriculum Standards: Understand that more equal shares of the same whole create smaller shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Game: Save the Word: Grade 1 Topics 1–15 Understand Halves and Fourths: Another Look Curriculum Standards: Understand that more equal shares of the same whole create smaller shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. 15-4: Problem Solving: Model with Math Problem Solving: Model with Math: Visual Learning Curriculum Standards: Make a drawing or diagram to show a problem about equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Model with mathematics. Model with mathematics. Topic 15: Today's Challenge 15-4: Reteach to Build Understanding Worksheet Curriculum Standards: Make a drawing or diagram to show a problem about equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Model with mathematics. Model with mathematics. 15-4: Math and Science Activity Curriculum Standards: Make a drawing or diagram to show a problem about equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Model with mathematics. Model with mathematics. Game: Save the Word: Grade 1 Topics 1–15 Problem Solving: Model with Math: Another Look Curriculum Standards: Make a drawing or diagram to show a problem about equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Model with mathematics. Model with mathematics. Online Placement Test Curriculum Standards: Compare groups by counting. Count how many objects are in different categories. Show how to make a group of ten. Compare groups of numbers using numerals to 10. Write equations to show the parts of 8 and 9. Count 4 and 5 objects. Use the minus sign in an equation. Solve addition problems. Count and write numbers 11 and 12. Count and write numbers 13, 14, and 15. Identify and describe squares and other rectangles. Use attributes to describe different objects. Read and write the numbers 6 and 7. Compare two numbers. Represent addition as adding to a number. Make the numbers 17, 18, and 19. Name shapes as flat or solid. Represent subtraction as taking away from a whole. Analyze and compare 3.D shapes. Compare objects by length and height. Find parts of the numbers 14, 15, and 16. Skip count by tens to 100. Use materials to build 3.D shapes. 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). Compare two numbers between 1 and 10 presented as written numerals. 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). 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. 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. Compare and order whole numbers, with and without objects, from 0 to 20. Using the words more than, less than or equal to compare and order whole numbers, with and without objects, from 0 to 10. 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. Compare two numbers, within 10, presented as written numerals. Compare two or more sets of objects and identify which set is equal to, more than or less than the other. Compare two numerals, between 1 and 10, and determine which is more than or less than the other. Compare category counts using appropriate language. 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. 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.) The student will collect, organize, and represent data. The student will sort and classify objects according to one attribute. Sort objects using characteristics such as shape, size, color and thickness. Recognize that a number can be used to represent how many objects are in a set up to 10. Count forward, with and without objects, from any given number up to 10. 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. Collect and sort information about objects and events in the environment. 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. Given a number from 1–20, count out that many objects. Given 20 objects arranged in a line, a rectangular array, and a circle, identify how many. Given 10 objects in a scattered arrangement, identify how many. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Count forward beginning from a given number between 1 and 20. Read and write numerals and represent a number of objects from 0 to 20. Demonstrate that a number can be used to represent “how many” are in a set. Classify objects into given categories; count the number of objects in each category. Understand the relationship between numbers and quantities; connect counting to cardinality. 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). The student will investigate and describe part-whole relationships for numbers up to 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Compose and decompose numbers up to 10 with objects and pictures. Understand the relationship between numbers and quantities. Use a variety of representations such as objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, or expressions. 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. 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. Count backward from a given number between 10 and 1. 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. 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. Demonstrate that each successive number name refers to a quantity that is one larger than the previous number. Represent addition and subtraction within 10. Decompose numbers less than or equal to 10 in more than one way. 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. The student will tell how many are in a given set of 20 or fewer objects by counting orally. Count, with and without objects, forward and backward to at least 20. Count aloud forward in sequence to 100 by 1’s and 10’s. 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). State the number of objects in a group, of up to 5 objects, without counting the objects (perceptual subitizing). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), and acting out situations, verbal explanations, expressions, or equations. The student will model and solve single-step story and picture problems with sums to 10 and differences within 10, using concrete objects. Represent addition and subtraction, within 10: Demonstrate understanding of addition and subtraction by making connections among representations. Solve addition and subtraction word problems and add and subtract within 10 by using objects or drawings to represent the problem. Add to/Take From-Result Unknown 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). The student will read, write, and represent numbers from 0 through 20. Correctly name shapes regardless of their orientations or overall size. 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. The student will identify and describe plane figures (circle, triangle, square, and rectangle). The student will compare the size (smaller, larger) and shape of plane figures (circle, triangle, square, and rectangle). 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. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Recognize squares, circles, triangles, and rectangles. Identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably. Use basic shapes and spatial reasoning to represent objects in the real world. Describe objects in the environment using names of shapes, and describe the relative positions of objects using positional terms. Correctly name squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres regardless of their orientations or overall size. 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. Recognize two- and three-dimensional shapes from different perspectives and orientations. Identify shapes and describe objects in the environment using names of shapes, recognizing the name stays the same regardless of orientation or size. Identify and describe the attribute of shapes, and use the attributes to sort a collection of shapes Describe measurable attributes of objects, such as length or weight and describe several measurable attributes of a single object. 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). Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. Use words to compare objects according to length, size, weight, position, and location. Describe measurable attributes of objects; and describe several different measurable attributes of a single object. Describe several measureable attributes of objects. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count forward beginning from a given number within the known sequence, instead of having to begin at 1. 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. Using objects or drawings. Recording each composition or decomposition by a drawing or expression. Understanding that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Compose and decompose numbers from 11 to 19 into sets of tens with additional ones. Through the use of real-life objects, identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Identify squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres as two-dimensional or three- dimensional. 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. 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. Compare the measurable attributes of two objects. Count to 100 by ones and by tens. The student will count forward by tens to determine the total number of objects to 100. 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 ?, ??, ???. Counting to 100 by ones. Counting to 100 by tens. Count to 100 by ones and tens. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes (e.g., “Can these two triangles, with full sides touching, join to make a rectangle?”). Compose free-form shapes with blocks. Building and drawing triangles, rectangles, squares, hexagons, circles. Building cubes, cones, spheres, and cylinders. Compose larger shapes from simple shapes. Draw or model simple two-dimensional shapes. Compose simple shapes to form larger shapes using manipulatives. Math Practices Animations Math Practice 1 Animation Math Practice 2 Animation Math Practice 3 Animation Math Practice 4 Animation Math Practice 5 Animation Math Practice 6 Animation Math Practice 7 Animation Math Practice 8 Animation Topic 1: Solve Addition and Subtraction Problems to 10 Topic 1: Animated Math Story: Subtraction Dance Party Topic 1: Today's Challenge Begin Topic Interactive Student Edition: Begin Topic 1 Math and Science Project Review What You Know Vocabulary Cards 1-1: Solve Problems: Add To Student's Edition eText: Grade 1 Lesson 1-1 Interactive Student Edition: Grade 1 Lesson 1-1 Student's Edition ACTIVe-book: Grade 1 Lesson 1-1 Math Anytime Solve Problems: Add To: Review Topic 1: Today's Challenge Develop: Problem-Based Learning Solve Problems: Add To: Solve & Share Curriculum Standards: Solve addition problems involving situations of adding one part to another part. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. Develop: Visual Learning Solve Problems: Add To: Visual Learning Curriculum Standards: Solve addition problems involving situations of adding one part to another part. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. Solve Problems: Add To: Do You Understand? Curriculum Standards: Solve addition problems involving situations of adding one part to another part. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. Solve Problems: Add To: Practice Curriculum Standards: Solve addition problems involving situations of adding one part to another part. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. Assess & Differentiate 1-1: Homework & Practice Curriculum Standards: Solve addition problems involving situations of adding one part to another part. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. 1-1: Homework & Practice Curriculum Standards: Solve addition problems involving situations of adding one part to another part. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. Solve Problems: Add To: Quick Check Curriculum Standards: Solve addition problems involving situations of adding one part to another part. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. 1-1: Reteach to Build Understanding Worksheet Curriculum Standards: Solve addition problems involving situations of adding one part to another part. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. 1-1: Enrichment Worksheet 1-1: Center Games Curriculum Standards: Solve addition problems involving situations of adding one part to another part. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. Game: Tentacles Solve Problems: Add To: Another Look Curriculum Standards: Solve addition problems involving situations of adding one part to another part. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. 1-2: Solve Problems: Put Together Student's Edition eText: Grade 1 Lesson 1-2 Interactive Student Edition: Grade 1 Lesson 1-2 Student's Edition ACTIVe-book: Grade 1 Lesson 1-2 Math Anytime Solve Problems: Put Together: Review Topic 1: Today's Challenge Develop: Problem-Based Learning Solve Problems: Put Together: Solve & Share Curriculum Standards: Solve addition problems involving situations of putting two parts together. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Put together/Take Apart-Addend Unknown Use addition and subtraction within 20 to solve problems. Develop: Visual Learning Solve Problems: Put Together: Visual Learning Curriculum Standards: Solve addition problems involving situations of putting two parts together. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Put together/Take Apart-Addend Unknown Use addition and subtraction within 20 to solve problems. Solve Problems: Put Together: Do You Understand? Curriculum Standards: Solve addition problems involving situations of putting two parts together. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Put together/Take Apart-Addend Unknown Use addition and subtraction within 20 to solve problems. Solve Problems: Put Together: Practice Curriculum Standards: Solve addition problems involving situations of putting two parts together. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Put together/Take Apart-Addend Unknown Use addition and subtraction within 20 to solve problems. Assess & Differentiate 1-2: Homework & Practice Curriculum Standards: Solve addition problems involving situations of putting two parts together. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Put together/Take Apart-Addend Unknown Use addition and subtraction within 20 to solve problems. 1-2: Homework & Practice Curriculum Standards: Solve addition problems involving situations of putting two parts together. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Put together/Take Apart-Addend Unknown Use addition and subtraction within 20 to solve problems. Solve Problems: Put Together: Quick Check Curriculum Standards: Solve addition problems involving situations of putting two parts together. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Put together/Take Apart-Addend Unknown Use addition and subtraction within 20 to solve problems. 1-2: Reteach to Build Understanding Worksheet Curriculum Standards: Solve addition problems involving situations of putting two parts together. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Put together/Take Apart-Addend Unknown Use addition and subtraction within 20 to solve problems. 1-2: Enrichment Worksheet 1-2: Center Games Curriculum Standards: Solve addition problems involving situations of putting two parts together. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Put together/Take Apart-Addend Unknown Use addition and subtraction within 20 to solve problems. Game: Tentacles Solve Problems: Put Together: Another Look Curriculum Standards: Solve addition problems involving situations of putting two parts together. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Put together/Take Apart-Addend Unknown Use addition and subtraction within 20 to solve problems. 1-3: Solve Problems: Both Addends Unknown Student's Edition eText: Grade 1 Lesson 1-3 Interactive Student Edition: Grade 1 Lesson 1-3 Student's Edition ACTIVe-book: Grade 1 Lesson 1-3 Math Anytime Solve Problems: Both Addends Unknown: Review Topic 1: Today's Challenge Develop: Problem-Based Learning Solve Problems: Both Addends Unknown: Solve & Share Curriculum Standards: Solve addition word problems by breaking apart a total number of objects. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Develop: Visual Learning Solve Problems: Both Addends Unknown: Visual Learning Curriculum Standards: Solve addition word problems by breaking apart a total number of objects. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve Problems: Both Addends Unknown: Do You Understand? Curriculum Standards: Solve addition word problems by breaking apart a total number of objects. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve Problems: Both Addends Unknown: Practice Curriculum Standards: Solve addition word problems by breaking apart a total number of objects. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Assess & Differentiate 1-3: Homework & Practice Curriculum Standards: Solve addition word problems by breaking apart a total number of objects. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 1-3: Homework & Practice Curriculum Standards: Solve addition word problems by breaking apart a total number of objects. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve Problems: Both Addends Unknown: Quick Check Curriculum Standards: Solve addition word problems by breaking apart a total number of objects. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 1-3: Reteach to Build Understanding Worksheet Curriculum Standards: Solve addition word problems by breaking apart a total number of objects. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 1-3: Enrichment Worksheet 1-3: Center Games Curriculum Standards: Solve addition word problems by breaking apart a total number of objects. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Digital Math Tool Activities Solve Problems: Both Addends Unknown: Another Look Curriculum Standards: Solve addition word problems by breaking apart a total number of objects. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 1-4: Solve Problems: Take From Student's Edition eText: Grade 1 Lesson 1-4 Interactive Student Edition: Grade 1 Lesson 1-4 Student's Edition ACTIVe-book: Grade 1 Lesson 1-4 Math Anytime Solve Problems: Take From: Review Topic 1: Today's Challenge Develop: Problem-Based Learning Solve Problems: Take From: Solve & Share Curriculum Standards: Solve subtraction problems involving taking from a group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Develop: Visual Learning Solve Problems: Take From: Visual Learning Curriculum Standards: Solve subtraction problems involving taking from a group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve Problems: Take From: Do You Understand? Curriculum Standards: Solve subtraction problems involving taking from a group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve Problems: Take From: Practice Curriculum Standards: Solve subtraction problems involving taking from a group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Assess & Differentiate 1-4: Homework & Practice Curriculum Standards: Solve subtraction problems involving taking from a group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 1-4: Homework & Practice Curriculum Standards: Solve subtraction problems involving taking from a group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve Problems: Take From: Quick Check Curriculum Standards: Solve subtraction problems involving taking from a group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 1-4: Reteach to Build Understanding Worksheet Curriculum Standards: Solve subtraction problems involving taking from a group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 1-4: Enrichment Worksheet 1-4: Problem-Solving Reading Activity Curriculum Standards: Solve subtraction problems involving taking from a group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Digital Math Tool Activities Solve Problems: Take From: Another Look Curriculum Standards: Solve subtraction problems involving taking from a group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 1-5: Solve Problems: Compare Situations Student's Edition eText: Grade 1 Lesson 1-5 Interactive Student Edition: Grade 1 Lesson 1-5 Student's Edition ACTIVe-book: Grade 1 Lesson 1-5 Math Anytime Solve Problems: Compare Situations: Review Topic 1: Today's Challenge Develop: Problem-Based Learning Solve Problems: Compare Situations: Solve & Share Curriculum Standards: Solve subtraction problems that involve comparing to find how many more objects are in one group than another group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Develop: Visual Learning Solve Problems: Compare Situations: Visual Learning Curriculum Standards: Solve subtraction problems that involve comparing to find how many more objects are in one group than another group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve Problems: Compare Situations: Do You Understand? Curriculum Standards: Solve subtraction problems that involve comparing to find how many more objects are in one group than another group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve Problems: Compare Situations: Practice Curriculum Standards: Solve subtraction problems that involve comparing to find how many more objects are in one group than another group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Assess & Differentiate 1-5: Homework & Practice Curriculum Standards: Solve subtraction problems that involve comparing to find how many more objects are in one group than another group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 1-5: Homework & Practice Curriculum Standards: Solve subtraction problems that involve comparing to find how many more objects are in one group than another group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve Problems: Compare Situations: Quick Check Curriculum Standards: Solve subtraction problems that involve comparing to find how many more objects are in one group than another group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 1-5: Reteach to Build Understanding Worksheet Curriculum Standards: Solve subtraction problems that involve comparing to find how many more objects are in one group than another group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 1-5: Enrichment Worksheet 1-5: Center Games Curriculum Standards: Solve subtraction problems that involve comparing to find how many more objects are in one group than another group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Digital Math Tool Activities Solve Problems: Compare Situations: Another Look Curriculum Standards: Solve subtraction problems that involve comparing to find how many more objects are in one group than another group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 1-6: Continue to Solve Problems: Compare Situations Student's Edition eText: Grade 1 Lesson 1-6 Interactive Student Edition: Grade 1 Lesson 1-6 Student's Edition ACTIVe-book: Grade 1 Lesson 1-6 Math Anytime Continue to Solve Problems: Compare Situations: Review Topic 1: Today's Challenge Develop: Problem-Based Learning Continue to Solve Problems: Compare Situations: Solve & Share Curriculum Standards: Solve subtraction problems that involve comparing to find how many fewer objects are in one group than another group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Develop: Visual Learning Continue to Solve Problems: Compare Situations: Visual Learning Curriculum Standards: Solve subtraction problems that involve comparing to find how many fewer objects are in one group than another group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Continue to Solve Problems: Compare Situations: Do You Understand? Curriculum Standards: Solve subtraction problems that involve comparing to find how many fewer objects are in one group than another group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Continue to Solve Problems: Compare Situations: Practice Curriculum Standards: Solve subtraction problems that involve comparing to find how many fewer objects are in one group than another group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Assess & Differentiate 1-6: Homework & Practice Curriculum Standards: Solve subtraction problems that involve comparing to find how many fewer objects are in one group than another group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 1-6: Homework & Practice Curriculum Standards: Solve subtraction problems that involve comparing to find how many fewer objects are in one group than another group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Continue to Solve Problems: Compare Situations: Quick Check Curriculum Standards: Solve subtraction problems that involve comparing to find how many fewer objects are in one group than another group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 1-6: Reteach to Build Understanding Worksheet Curriculum Standards: Solve subtraction problems that involve comparing to find how many fewer objects are in one group than another group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 1-6: Enrichment Worksheet 1-6: Math and Science Activity Curriculum Standards: Solve subtraction problems that involve comparing to find how many fewer objects are in one group than another group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Digital Math Tool Activities Continue to Solve Problems: Compare Situations: Another Look Curriculum Standards: Solve subtraction problems that involve comparing to find how many fewer objects are in one group than another group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 1-7: Practice Solving Problems: Add to Student's Edition eText: Grade 1 Lesson 1-7 Interactive Student Edition: Grade 1 Lesson 1-7 Student's Edition ACTIVe-book: Grade 1 Lesson 1-7 Math Anytime Practice Solving Problems: Add to: Review Topic 1: Today's Challenge Develop: Problem-Based Learning Practice Solving Problems: Add to: Solve & Share Curriculum Standards: Solve addition problems by finding a missing addend. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. Develop: Visual Learning Practice Solving Problems: Add to: Visual Learning Curriculum Standards: Solve addition problems by finding a missing addend. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. Practice Solving Problems: Add to: Do You Understand? Curriculum Standards: Solve addition problems by finding a missing addend. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. Practice Solving Problems: Add to: Practice Curriculum Standards: Solve addition problems by finding a missing addend. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. Assess & Differentiate 1-7: Homework & Practice Curriculum Standards: Solve addition problems by finding a missing addend. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. 1-7: Homework & Practice Curriculum Standards: Solve addition problems by finding a missing addend. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. Practice Solving Problems: Add to: Quick Check Curriculum Standards: Solve addition problems by finding a missing addend. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. 1-7: Reteach to Build Understanding Worksheet Curriculum Standards: Solve addition problems by finding a missing addend. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. 1-7: Enrichment Worksheet 1-7: Problem-Solving Reading Activity Curriculum Standards: Solve addition problems by finding a missing addend. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. Digital Math Tool Activities Practice Solving Problems: Add to: Another Look Curriculum Standards: Solve addition problems by finding a missing addend. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. 1-8: Solve Problems: Put Together/Take Apart Student's Edition eText: Grade 1 Lesson 1-8 Interactive Student Edition: Grade 1 Lesson 1-8 Student's Edition ACTIVe-book: Grade 1 Lesson 1-8 Math Anytime Solve Problems: Put Together/Take Apart: Review Topic 1: Today's Challenge Develop: Problem-Based Learning Solve Problems: Put Together/Take Apart: Solve & Share Curriculum Standards: Solve problems involving putting together or taking apart. 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). 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real- world and mathematical problems using addition and subtraction up to ten. Put together/Take Apart- Addend Unknown Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Develop: Visual Learning Solve Problems: Put Together/Take Apart: Visual Learning Curriculum Standards: Solve problems involving putting together or taking apart. 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). 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real- world and mathematical problems using addition and subtraction up to ten. Put together/Take Apart- Addend Unknown Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Solve Problems: Put Together/Take Apart: Do You Understand? Curriculum Standards: Solve problems involving putting together or taking apart. 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). 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real- world and mathematical problems using addition and subtraction up to ten. Put together/Take Apart- Addend Unknown Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Solve Problems: Put Together/Take Apart: Practice Curriculum Standards: Solve problems involving putting together or taking apart. 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). 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real- world and mathematical problems using addition and subtraction up to ten. Put together/Take Apart- Addend Unknown Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Assess & Differentiate 1-8: Homework & Practice Curriculum Standards: Solve problems involving putting together or taking apart. 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). 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real- world and mathematical problems using addition and subtraction up to ten. Put together/Take Apart- Addend Unknown Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 1-8: Homework & Practice Curriculum Standards: Solve problems involving putting together or taking apart. 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). 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real- world and mathematical problems using addition and subtraction up to ten. Put together/Take Apart- Addend Unknown Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Solve Problems: Put Together/Take Apart: Quick Check Curriculum Standards: Solve problems involving putting together or taking apart. 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). 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real- world and mathematical problems using addition and subtraction up to ten. Put together/Take Apart- Addend Unknown Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 1-8: Reteach to Build Understanding Worksheet Curriculum Standards: Solve problems involving putting together or taking apart. 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). 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real- world and mathematical problems using addition and subtraction up to ten. Put together/Take Apart- Addend Unknown Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 1-8: Enrichment Worksheet 1-8: Math and Science Activity Curriculum Standards: Solve problems involving putting together or taking apart. 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). 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real- world and mathematical problems using addition and subtraction up to ten. Put together/Take Apart- Addend Unknown Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Game: Fancy Flea - Missing Parts to 12 Solve Problems: Put Together/Take Apart: Another Look Curriculum Standards: Solve problems involving putting together or taking apart. 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). 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real- world and mathematical problems using addition and subtraction up to ten. Put together/Take Apart- Addend Unknown Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 1-9: Problem Solving: Construct Arguments Student's Edition eText: Grade 1 Lesson 1-9 Interactive Student Edition: Grade 1 Lesson 1-9 Student's Edition ACTIVe-book: Grade 1 Lesson 1-9 Math Anytime Problem Solving: Construct Arguments: Review Topic 1: Today's Challenge Develop: Problem-Based Learning Problem Solving: Construct Arguments: Solve & Share Curriculum Standards: Construct math arguments in order to solve addition and subtraction problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Develop: Visual Learning Problem Solving: Construct Arguments: Visual Learning Curriculum Standards: Construct math arguments in order to solve addition and subtraction problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Problem Solving: Construct Arguments: Do You Understand? Curriculum Standards: Construct math arguments in order to solve addition and subtraction problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Problem Solving: Construct Arguments: Practice Curriculum Standards: Construct math arguments in order to solve addition and subtraction problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Assess & Differentiate 1-9: Homework & Practice Curriculum Standards: Construct math arguments in order to solve addition and subtraction problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. 1-9: Homework & Practice Curriculum Standards: Construct math arguments in order to solve addition and subtraction problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Problem Solving: Construct Arguments: Quick Check Curriculum Standards: Construct math arguments in order to solve addition and subtraction problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. 1-9: Reteach to Build Understanding Worksheet Curriculum Standards: Construct math arguments in order to solve addition and subtraction problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. 1-9: Enrichment Worksheet 1-9: Center Games Curriculum Standards: Construct math arguments in order to solve addition and subtraction problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Game: Tentacles Problem Solving: Construct Arguments: Another Look Curriculum Standards: Construct math arguments in order to solve addition and subtraction problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. End Topic Interactive Student Edition: End Topic 1 Fluency Practice Activity Vocabulary Review Reteaching Interactive Student Edition: Topic 1 Assessment Interactive Student Edition: Topic 1 Performance Assessment Solve Problems: Add To: Visual Learning Curriculum Standards: Solve addition problems involving situations of adding one part to another part. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. Solve Problems: Put Together: Visual Learning Curriculum Standards: Solve addition problems involving situations of putting two parts together. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Put together/Take Apart-Addend Unknown Use addition and subtraction within 20 to solve problems. Solve Problems: Both Addends Unknown: Visual Learning Curriculum Standards: Solve addition word problems by breaking apart a total number of objects. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve Problems: Take From: Visual Learning Curriculum Standards: Solve subtraction problems involving taking from a group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve Problems: Compare Situations: Visual Learning Curriculum Standards: Solve subtraction problems that involve comparing to find how many more objects are in one group than another group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Continue to Solve Problems: Compare Situations: Visual Learning Curriculum Standards: Solve subtraction problems that involve comparing to find how many fewer objects are in one group than another group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Practice Solving Problems: Add to: Visual Learning Curriculum Standards: Solve addition problems by finding a missing addend. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. 1-8: Reteach to Build Understanding Worksheet Curriculum Standards: Solve problems involving putting together or taking apart. 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). 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real- world and mathematical problems using addition and subtraction up to ten. Put together/Take Apart- Addend Unknown Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Solve Problems: Put Together/Take Apart: Visual Learning Curriculum Standards: Solve problems involving putting together or taking apart. 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). 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real- world and mathematical problems using addition and subtraction up to ten. Put together/Take Apart- Addend Unknown Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Problem Solving: Construct Arguments: Visual Learning Curriculum Standards: Construct math arguments in order to solve addition and subtraction problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Game: Fancy Flea - Missing Parts to 12 Topic 1 Online Assessment Curriculum Standards: Solve addition problems by finding a missing addend. Construct math arguments in order to solve addition and subtraction problems. Solve subtraction problems involving taking from a group. Solve problems involving putting together or taking apart. Solve addition word problems by breaking apart a total number of objects. Solve subtraction problems that involve comparing to find how many fewer objects are in one group than another group. Solve subtraction problems that involve comparing to find how many more objects are in one group than another group. Solve addition problems involving situations of putting two parts together. Solve addition problems involving situations of adding one part to another part. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Count backward from a given number between 20 and 1. 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 = ?). Put together/Take Apart-Addend Unknown Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Compare-Difference Unknown Topic 2: Develop Fluency: Addition and Subtraction Facts within 10 Topic 2: Animated Math Story: Addition at the Zoo Topic 2: Today's Challenge Begin Topic Interactive Student Edition: Begin Topic 2 Math and Science Project Review What You Know Vocabulary Cards 2-1: Count On to Add Student's Edition eText: Grade 1 Lesson 2-1 Interactive Student Edition: Grade 1 Lesson 2-1 Student's Edition ACTIVe-book: Grade 1 Lesson 2-1 Math Anytime Count On to Add: Review Topic 2: Today's Challenge Develop: Problem-Based Learning Count On to Add: Solve & Share Curriculum Standards: Add by counting on from a number. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Develop: Visual Learning Count On to Add: Visual Learning Curriculum Standards: Add by counting on from a number. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Count On to Add: Do You Understand? Curriculum Standards: Add by counting on from a number. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Count On to Add: Practice Curriculum Standards: Add by counting on from a number. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Assess & Differentiate 2-1: Homework & Practice Curriculum Standards: Add by counting on from a number. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-1: Homework & Practice Curriculum Standards: Add by counting on from a number. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Count On to Add: Quick Check Curriculum Standards: Add by counting on from a number. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-1: Reteach to Build Understanding Worksheet Curriculum Standards: Add by counting on from a number. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-1: Enrichment Worksheet 2-1: Center Games Curriculum Standards: Add by counting on from a number. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Digital Math Tool Activities Count On to Add: Another Look Curriculum Standards: Add by counting on from a number. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-2: Doubles Student's Edition eText: Grade 1 Lesson 2-2 Interactive Student Edition: Grade 1 Lesson 2-2 Student's Edition ACTIVe-book: Grade 1 Lesson 2-2 Math Anytime Doubles: Review Topic 2: Today's Challenge Develop: Problem-Based Learning Doubles: Solve & Share Curriculum Standards: Use doubles to solve problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Develop: Visual Learning Doubles: Visual Learning Curriculum Standards: Use doubles to solve problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Doubles: Do You Understand? Curriculum Standards: Use doubles to solve problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Doubles: Practice Curriculum Standards: Use doubles to solve problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Assess & Differentiate 2-2: Homework & Practice Curriculum Standards: Use doubles to solve problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-2: Homework & Practice Curriculum Standards: Use doubles to solve problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Doubles: Quick Check Curriculum Standards: Use doubles to solve problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-2: Reteach to Build Understanding Worksheet Curriculum Standards: Use doubles to solve problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-2: Enrichment Worksheet 2-2: Math and Science Activity Curriculum Standards: Use doubles to solve problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Digital Math Tool Activities Doubles: Another Look Curriculum Standards: Use doubles to solve problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-3: Near Doubles Student's Edition eText: Grade 1 Lesson 2-3 Interactive Student Edition: Grade 1 Lesson 2-3 Student's Edition ACTIVe-book: Grade 1 Lesson 2-3 Math Anytime Near Doubles: Review Topic 2: Today's Challenge Develop: Problem-Based Learning Near Doubles: Solve & Share Curriculum Standards: Solve problems using near doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Develop: Visual Learning Near Doubles: Visual Learning Curriculum Standards: Solve problems using near doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Near Doubles: Do You Understand? Curriculum Standards: Solve problems using near doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Near Doubles: Practice Curriculum Standards: Solve problems using near doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Assess & Differentiate 2-3: Homework & Practice Curriculum Standards: Solve problems using near doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-3: Homework & Practice Curriculum Standards: Solve problems using near doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Near Doubles: Quick Check Curriculum Standards: Solve problems using near doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-3: Reteach to Build Understanding Worksheet Curriculum Standards: Solve problems using near doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-3: Enrichment Worksheet 2-3: Center Games Curriculum Standards: Solve problems using near doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Digital Math Tool Activities Near Doubles: Another Look Curriculum Standards: Solve problems using near doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-4: Facts with 5 on a Ten-Frame Student's Edition eText: Grade 1 Lesson 2-4 Interactive Student Edition: Grade 1 Lesson 2-4 Student's Edition ACTIVe-book: Grade 1 Lesson 2-4 Math Anytime Facts with 5 on a Ten-Frame: Review Topic 2: Today's Challenge Develop: Problem-Based Learning Facts with 5 on a Ten-Frame: Solve & Share Curriculum Standards: Use a ten-frame to solve addition facts with 5 and 10. 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. 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. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Develop: Visual Learning Facts with 5 on a Ten-Frame: Visual Learning Curriculum Standards: Use a ten-frame to solve addition facts with 5 and 10. 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. 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. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Facts with 5 on a Ten-Frame: Do You Understand? Curriculum Standards: Use a ten-frame to solve addition facts with 5 and 10. 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. 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. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Facts with 5 on a Ten-Frame: Practice Assess & Differentiate 2-4: Homework & Practice Curriculum Standards: Use a ten-frame to solve addition facts with 5 and 10. 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. 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. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-4: Homework & Practice Curriculum Standards: Use a ten-frame to solve addition facts with 5 and 10. 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. 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. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Facts with 5 on a Ten-Frame: Quick Check Curriculum Standards: Use a ten-frame to solve addition facts with 5 and 10. 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. 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. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-4: Reteach to Build Understanding Worksheet Curriculum Standards: Solve problems using near doubles facts. Use a ten-frame to solve addition facts with 5 and 10. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. 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. Making ten Decomposing a number leading to a ten 2-4: Enrichment Worksheet 2-4: Center Games Curriculum Standards: Use a ten-frame to solve addition facts with 5 and 10. 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. 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. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Digital Math Tool Activities Facts with 5 on a Ten-Frame: Another Look Curriculum Standards: Use a ten-frame to solve addition facts with 5 and 10. 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. 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. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-5: Add in Any Order Student's Edition eText: Grade 1 Lesson 2-5 Interactive Student Edition: Grade 1 Lesson 2-5 Student's Edition ACTIVe-book: Grade 1 Lesson 2-5 Math Anytime Add in Any Order: Review Topic 2: Today's Challenge Develop: Problem-Based Learning Add in Any Order: Solve & Share Curriculum Standards: Use the same addends to write two different equations with the same sum. 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. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Apply the commutative and associative properties as strategies for solving addition problems. Use properties as strategies to add and subtract. Develop: Visual Learning Add in Any Order: Visual Learning Curriculum Standards: Use the same addends to write two different equations with the same sum. 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. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Apply the commutative and associative properties as strategies for solving addition problems. Use properties as strategies to add and subtract. Add in Any Order: Do You Understand? Curriculum Standards: Use the same addends to write two different equations with the same sum. 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. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Apply the commutative and associative properties as strategies for solving addition problems. Use properties as strategies to add and subtract. Add in Any Order: Practice Assess & Differentiate 2-5: Homework & Practice Curriculum Standards: Use the same addends to write two different equations with the same sum. 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. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Apply the commutative and associative properties as strategies for solving addition problems. Use properties as strategies to add and subtract. 2-5: Homework & Practice Curriculum Standards: Use the same addends to write two different equations with the same sum. 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. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Apply the commutative and associative properties as strategies for solving addition problems. Use properties as strategies to add and subtract. Add in Any Order: Quick Check Curriculum Standards: Use the same addends to write two different equations with the same sum. 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. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Apply the commutative and associative properties as strategies for solving addition problems. Use properties as strategies to add and subtract. 2-5: Reteach to Build Understanding Worksheet Curriculum Standards: Use the same addends to write two different equations with the same sum. 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. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Apply the commutative and associative properties as strategies for solving addition problems. Use properties as strategies to add and subtract. 2-5: Enrichment Worksheet 2-5: Center Games Curriculum Standards: Use the same addends to write two different equations with the same sum. 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. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Apply the commutative and associative properties as strategies for solving addition problems. Use properties as strategies to add and subtract. Game: Tentacles Add in Any Order: Another Look Curriculum Standards: Use the same addends to write two different equations with the same sum. 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. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Apply the commutative and associative properties as strategies for solving addition problems. Use properties as strategies to add and subtract. 2-6: Count Back to Subtract Student's Edition eText: Grade 1 Lesson 2-6 Interactive Student Edition: Grade 1 Lesson 2-6 Student's Edition ACTIVe-book: Grade 1 Lesson 2-6 Math Anytime Count Back to Subtract: Review Topic 2: Today's Challenge Develop: Problem-Based Learning Count Back to Subtract: Solve & Share Curriculum Standards: Count back to solve subtraction problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will count backward orally by ones when given any number between 1 and 30. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Using a number line Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Develop: Visual Learning Count Back to Subtract: Visual Learning Curriculum Standards: Count back to solve subtraction problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will count backward orally by ones when given any number between 1 and 30. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Using a number line Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Count Back to Subtract: Do You Understand? Curriculum Standards: Count back to solve subtraction problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will count backward orally by ones when given any number between 1 and 30. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Using a number line Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Count Back to Subtract: Practice Curriculum Standards: Count back to solve subtraction problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will count backward orally by ones when given any number between 1 and 30. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Using a number line Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Assess & Differentiate 2-6: Homework & Practice Curriculum Standards: Count back to solve subtraction problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will count backward orally by ones when given any number between 1 and 30. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Using a number line Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-6: Homework & Practice Curriculum Standards: Count back to solve subtraction problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will count backward orally by ones when given any number between 1 and 30. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Using a number line Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Count Back to Subtract: Quick Check Curriculum Standards: Count back to solve subtraction problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will count backward orally by ones when given any number between 1 and 30. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Using a number line Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-6: Reteach to Build Understanding Worksheet Curriculum Standards: Count back to solve subtraction problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will count backward orally by ones when given any number between 1 and 30. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Using a number line Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-6: Enrichment Worksheet 2-6: Problem-Solving Reading Activity Curriculum Standards: Count back to solve subtraction problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will count backward orally by ones when given any number between 1 and 30. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Using a number line Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Digital Math Tool Activities Count Back to Subtract: Another Look Curriculum Standards: Count back to solve subtraction problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will count backward orally by ones when given any number between 1 and 30. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Using a number line Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-7: Think Addition to Subtract Student's Edition eText: Grade 1 Lesson 2-7 Interactive Student Edition: Grade 1 Lesson 2-7 Student's Edition ACTIVe-book: Grade 1 Lesson 2-7 Math Anytime Think Addition to Subtract: Review Topic 2: Today's Challenge Develop: Problem-Based Learning Think Addition to Subtract: Solve & Share Curriculum Standards: Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Develop: Visual Learning Think Addition to Subtract: Visual Learning Curriculum Standards: Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Think Addition to Subtract: Do You Understand? Curriculum Standards: Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Think Addition to Subtract: Practice Assess & Differentiate 2-7: Homework & Practice Curriculum Standards: Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-7: Homework & Practice Curriculum Standards: Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Think Addition to Subtract: Quick Check Curriculum Standards: Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-7: Reteach to Build Understanding Worksheet Curriculum Standards: Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-7: Enrichment Worksheet 2-7: Center Games Curriculum Standards: Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Game: Flying Cow Incident - 1-Digit Numbers Think Addition to Subtract: Another Look Curriculum Standards: Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-8: Continue to Think Addition to Subtract Student's Edition eText: Grade 1 Lesson 2-8 Interactive Student Edition: Grade 1 Lesson 2-8 Student's Edition ACTIVe-book: Grade 1 Lesson 2-8 Math Anytime Continue to Think Addition to Subtract: Review Topic 2: Today's Challenge Develop: Problem-Based Learning Continue to Think Addition to Subtract: Solve & Share Curriculum Standards: Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Develop: Visual Learning Continue to Think Addition to Subtract: Visual Learning Curriculum Standards: Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Continue to Think Addition to Subtract: Do You Understand? Curriculum Standards: Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Continue to Think Addition to Subtract: Practice Curriculum Standards: Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Assess & Differentiate 2-8: Homework & Practice Curriculum Standards: Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-8: Homework & Practice Curriculum Standards: Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Continue to Think Addition to Subtract: Quick Check Curriculum Standards: Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-8: Reteach to Build Understanding Worksheet Curriculum Standards: Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-8: Enrichment Worksheet 2-8: Problem-Solving Reading Activity Curriculum Standards: Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Game: Flying Cow Incident - 1-Digit Numbers Continue to Think Addition to Subtract: Another Look Curriculum Standards: Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-9: Solve Word Problems with Facts to 10 Student's Edition eText: Grade 1 Lesson 2-9 Interactive Student Edition: Grade 1 Lesson 2-9 Student's Edition ACTIVe-book: Grade 1 Lesson 2-9 Math Anytime Solve Word Problems with Facts to 10: Review Topic 2: Today's Challenge Develop: Problem-Based Learning Solve Word Problems with Facts to 10: Solve & Share Curriculum Standards: Solve word problems by drawing pictures and writing equations. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare- Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Develop: Visual Learning Solve Word Problems with Facts to 10: Visual Learning Curriculum Standards: Solve word problems by drawing pictures and writing equations. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare- Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve Word Problems with Facts to 10: Do You Understand? Curriculum Standards: Solve word problems by drawing pictures and writing equations. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare- Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve Word Problems with Facts to 10: Practice Curriculum Standards: Solve word problems by drawing pictures and writing equations. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare- Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Assess & Differentiate 2-9: Homework & Practice Curriculum Standards: Solve word problems by drawing pictures and writing equations. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare- Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 2-9: Homework & Practice Curriculum Standards: Solve word problems by drawing pictures and writing equations. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare- Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve Word Problems with Facts to 10: Quick Check Curriculum Standards: Solve word problems by drawing pictures and writing equations. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare- Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 2-9: Reteach to Build Understanding Worksheet Curriculum Standards: Solve word problems by drawing pictures and writing equations. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare- Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 2-9: Enrichment Worksheet 2-9: Math and Science Activity Curriculum Standards: Solve word problems by drawing pictures and writing equations. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare- Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Digital Math Tool Activities Solve Word Problems with Facts to 10: Another Look Curriculum Standards: Solve word problems by drawing pictures and writing equations. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare- Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 2-10: Problem Solving: Look For and Use Structure Student's Edition eText: Grade 1 Lesson 2-10 Interactive Student Edition: Grade 1 Lesson 2-10 Student's Edition ACTIVe-book: Grade 1 Lesson 2-10 Math Anytime Problem Solving: Look For & Use Structure: Review Topic 2: Today's Challenge Develop: Problem-Based Learning Problem Solving: Look For & Use Structure: Solve & Share Curriculum Standards: Use structure and identify patterns in order to solve problems. 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. 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. 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. 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. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Look for and make use of structure. Look for and make use of structure. Develop: Visual Learning Problem Solving: Look For & Use Structure: Visual Learning Curriculum Standards: Use structure and identify patterns in order to solve problems. 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. 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. 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. 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. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Look for and make use of structure. Look for and make use of structure. Problem Solving: Look For & Use Structure: DYU? Curriculum Standards: Use structure and identify patterns in order to solve problems. 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. 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. 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. 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. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Look for and make use of structure. Look for and make use of structure. Problem Solving: Look For & Use Structure: Practice Curriculum Standards: Use structure and identify patterns in order to solve problems. 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. 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. 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. 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. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Look for and make use of structure. Look for and make use of structure. Assess & Differentiate 2-10: Homework & Practice Curriculum Standards: Use structure and identify patterns in order to solve problems. 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. 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. 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. 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. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Look for and make use of structure. Look for and make use of structure. 2-10: Homework & Practice Curriculum Standards: Use structure and identify patterns in order to solve problems. 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. 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. 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. 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. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Look for and make use of structure. Look for and make use of structure. Problem Solving: Look For & Use Structure: Quick Check Curriculum Standards: Use structure and identify patterns in order to solve problems. 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. 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. 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. 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. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Look for and make use of structure. Look for and make use of structure. 2-10: Reteach to Build Understanding Worksheet Curriculum Standards: Use structure and identify patterns in order to solve problems. 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. 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. 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. 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. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Look for and make use of structure. Look for and make use of structure. 2-10: Enrichment Worksheet 2-10: Center Games Curriculum Standards: Use structure and identify patterns in order to solve problems. 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. 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. 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. 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. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Look for and make use of structure. Look for and make use of structure. Game: Fluency - Add and Subtract within 10 Problem Solving: Look For & Use Structure: Another Look Curriculum Standards: Use structure and identify patterns in order to solve problems. 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. 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. 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. 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. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Look for and make use of structure. Look for and make use of structure. End Topic Interactive Student Edition: End Topic 2 Fluency Practice Activity Vocabulary Review Reteaching Interactive Student Edition: Topic 2 Assessment Interactive Student Edition: Topic 2 Performance Assessment 2-1: Reteach to Build Understanding Worksheet Curriculum Standards: Add by counting on from a number. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Count On to Add: Visual Learning Curriculum Standards: Add by counting on from a number. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-2: Reteach to Build Understanding Worksheet Curriculum Standards: Use doubles to solve problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Doubles: Visual Learning Curriculum Standards: Use doubles to solve problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Near Doubles: Visual Learning Curriculum Standards: Solve problems using near doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-4: Reteach to Build Understanding Worksheet Curriculum Standards: Solve problems using near doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Facts with 5 on a Ten-Frame: Visual Learning Curriculum Standards: Use a ten-frame to solve addition facts with 5 and 10. 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. 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. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Add in Any Order: Visual Learning Curriculum Standards: Use the same addends to write two different equations with the same sum. 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. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Apply the commutative and associative properties as strategies for solving addition problems. Use properties as strategies to add and subtract. 2-6: Reteach to Build Understanding Worksheet Curriculum Standards: Count back to solve subtraction problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will count backward orally by ones when given any number between 1 and 30. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Using a number line Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Count Back to Subtract: Visual Learning Curriculum Standards: Count back to solve subtraction problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will count backward orally by ones when given any number between 1 and 30. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Using a number line Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 2-7: Reteach to Build Understanding Worksheet Curriculum Standards: Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Think Addition to Subtract: Visual Learning Curriculum Standards: Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Continue to Think Addition to Subtract: Another Look Curriculum Standards: Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Continue to Think Addition to Subtract: Visual Learning Curriculum Standards: Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Solve Word Problems with Facts to 10: Visual Learning Curriculum Standards: Solve word problems by drawing pictures and writing equations. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare- Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Problem Solving: Look For & Use Structure: Visual Learning Curriculum Standards: Use structure and identify patterns in order to solve problems. 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. 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. 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. 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. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Look for and make use of structure. Look for and make use of structure. Game: Flying Cow Incident - 1-Digit Numbers Topic 2 Online Assessment Curriculum Standards: Add by counting on from a number. Use doubles to solve problems. Solve word problems by drawing pictures and writing equations. Use the same addends to write two different equations with the same sum. Use a ten-frame to solve addition facts with 5 and 10. Use structure and identify patterns in order to solve problems. Solve problems using near doubles facts. Use addition facts to 10 to solve subtraction problems. Count back to solve subtraction problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction within 10. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Creating equivalent but simpler or known sums 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart- Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. 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. Determine if equations involving addition and subtraction are true. Apply the commutative and associative properties as strategies for solving addition problems. Use properties as strategies to add and subtract. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. 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. Making ten Decomposing a number leading to a ten 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. Look for and make use of structure. Look for and make use of structure. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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 = ?). Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Using the relationship between addition and subtraction Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. The student will count backward orally by ones when given any number between 1 and 30. Topic 3: Addition Facts to 20: Use Strategies Topic 3: Animated Math Story: Monkey Doubles Topic 3: Today's Challenge Begin Topic Interactive Student Edition: Begin Topic 3 Math and Science Project Review What You Know Vocabulary Cards 3-1: Count On to Add Student's Edition eText: Grade 1 Lesson 3-1 Interactive Student Edition: Grade 1 Lesson 3-1 Student's Edition ACTIVe-book: Grade 1 Lesson 3-1 Math Anytime Count On to Add: Review Topic 3: Today's Challenge Develop: Problem-Based Learning Count On to Add: Solve & Share Curriculum Standards: Count on to add using a number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Develop: Visual Learning Count On to Add: Visual Learning Curriculum Standards: Count on to add using a number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Count On to Add: Do You Understand? Curriculum Standards: Count on to add using a number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Count On to Add: Practice Curriculum Standards: Count on to add using a number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Assess & Differentiate 3-1: Homework & Practice Curriculum Standards: Count on to add using a number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. 3-1: Homework & Practice Curriculum Standards: Count on to add using a number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Count On to Add: Quick Check Curriculum Standards: Count on to add using a number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. 3-1: Reteach to Build Understanding Worksheet Curriculum Standards: Count on to add using a number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. 3-1: Enrichment Worksheet 3-1: Problem-Solving Reading Activity Curriculum Standards: Count on to add using a number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Digital Math Tool Activities Count On to Add: Another Look Curriculum Standards: Count on to add using a number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. 3-2: Count On to Add Using an Open Number Line Student's Edition eText: Grade 1 Lesson 3-2 Interactive Student Edition: Grade 1 Lesson 3-2 Student's Edition ACTIVe-book: Grade 1 Lesson 3-2 Math Anytime Count On to Add Using an Open Number Line: Review Topic 3: Today's Challenge Develop: Problem-Based Learning Count On to Add Using an Open Number Line: Solve & Share Curriculum Standards: Count on to add using an open number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Develop: Visual Learning Count On to Add Using an Open Number Line: Visual Learning Curriculum Standards: Count on to add using an open number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Count On to Add Using an Open Number Line: Do You Understand? Curriculum Standards: Count on to add using an open number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Count On to Add Using an Open Number Line: Practice Curriculum Standards: Count on to add using an open number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Assess & Differentiate 3-2: Homework & Practice Curriculum Standards: Count on to add using an open number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. 3-2: Homework & Practice Curriculum Standards: Count on to add using an open number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Count On to Add Using an Open Number Line: Quick Check Curriculum Standards: Count on to add using an open number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. 3-2: Reteach to Build Understanding Worksheet Curriculum Standards: Count on to add using an open number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. 3-2: Enrichment Worksheet 3-2: Math and Science Activity Curriculum Standards: Count on to add using an open number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Game: Fancy Flea - Missing Parts to 12 Count On to Add Using an Open Number Line: Another Look Curriculum Standards: Count on to add using an open number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. 3-3: Doubles Student's Edition eText: Grade 1 Lesson 3-3 Interactive Student Edition: Grade 1 Lesson 3-3 Student's Edition ACTIVe-book: Grade 1 Lesson 3-3 Math Anytime Doubles: Review Topic 3: Today's Challenge Develop: Problem-Based Learning Doubles: Solve & Share Curriculum Standards: Memorize doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with addition and subtraction within 10. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Develop: Visual Learning Doubles: Visual Learning Curriculum Standards: Memorize doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with addition and subtraction within 10. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Doubles: Do You Understand? Curriculum Standards: Memorize doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with addition and subtraction within 10. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Doubles: Practice Curriculum Standards: Memorize doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with addition and subtraction within 10. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Assess & Differentiate 3-3: Homework & Practice Curriculum Standards: Memorize doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with addition and subtraction within 10. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. 3-3: Homework & Practice Curriculum Standards: Memorize doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with addition and subtraction within 10. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Doubles: Quick Check Curriculum Standards: Memorize doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with addition and subtraction within 10. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. 3-3: Reteach to Build Understanding Worksheet Curriculum Standards: Memorize doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with addition and subtraction within 10. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. 3-3: Enrichment Worksheet 3-3: Center Games Curriculum Standards: Memorize doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with addition and subtraction within 10. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Digital Math Tool Activities Doubles: Another Look Curriculum Standards: Memorize doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with addition and subtraction within 10. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. 3-4: Doubles Plus 1 Student's Edition eText: Grade 1 Lesson 3-4 Interactive Student Edition: Grade 1 Lesson 3-4 Student's Edition ACTIVe-book: Grade 1 Lesson 3-4 Math Anytime Doubles Plus 1: Review Topic 3: Today's Challenge Develop: Problem-Based Learning Doubles Plus 1: Solve & Share Curriculum Standards: Use doubles facts to solve doubles-plus-one facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Develop: Visual Learning Doubles Plus 1: Visual Learning Curriculum Standards: Use doubles facts to solve doubles-plus-one facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Doubles Plus 1: Do You Understand? Curriculum Standards: Use doubles facts to solve doubles-plus-one facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Double Plus 1: Practice Curriculum Standards: Use doubles facts to solve doubles-plus-one facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Assess & Differentiate 3-4: Homework & Practice Curriculum Standards: Use doubles facts to solve doubles-plus-one facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. 3-4: Homework & Practice Curriculum Standards: Use doubles facts to solve doubles-plus-one facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Doubles Plus 1: Quick Check Curriculum Standards: Use doubles facts to solve doubles-plus-one facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. 3-4: Reteach to Build Understanding Worksheet Curriculum Standards: Use doubles facts to solve doubles-plus-one facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. 3-4: Enrichment Worksheet 3-4: Center Games Curriculum Standards: Use doubles facts to solve doubles-plus-one facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Game: Flying Cow Incident - 1-Digit Numbers Doubles Plus 1: Another Look Curriculum Standards: Use doubles facts to solve doubles-plus-one facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. 3-5: Doubles Plus 2 Student's Edition eText: Grade 1 Lesson 3-5 Interactive Student Edition: Grade 1 Lesson 3-5 Student's Edition ACTIVe-book: Grade 1 Lesson 3-5 Math Anytime Doubles Plus 2: Review Topic 3: Today's Challenge Develop: Problem-Based Learning Doubles Plus 2: Solve & Share Curriculum Standards: Use doubles facts to solve doubles-plus-2 facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Develop: Visual Learning Doubles Plus 2: Visual Learning Curriculum Standards: Use doubles facts to solve doubles-plus-2 facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Doubles Plus 2: Do You Understand? Curriculum Standards: Use doubles facts to solve doubles-plus-2 facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Doubles Plus 2: Practice Curriculum Standards: Use doubles facts to solve doubles-plus-2 facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Assess & Differentiate 3-5: Homework & Practice Curriculum Standards: Use doubles facts to solve doubles-plus-2 facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. 3-5: Homework & Practice Curriculum Standards: Use doubles facts to solve doubles-plus-2 facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Doubles Plus 2: Quick Check Curriculum Standards: Use doubles facts to solve doubles-plus-2 facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. 3-5: Reteach to Build Understanding Worksheet Curriculum Standards: Use doubles facts to solve doubles-plus-2 facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. 3-5: Enrichment Worksheet 3-5: Center Games Curriculum Standards: Use doubles facts to solve doubles-plus-2 facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Game: Flying Cow Incident - 1-Digit Numbers Doubles Plus 2: Another Look Curriculum Standards: Use doubles facts to solve doubles-plus-2 facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. 3-6: Make 10 to Add Student's Edition eText: Grade 1 Lesson 3-6 Interactive Student Edition: Grade 1 Lesson 3-6 Student's Edition ACTIVe-book: Grade 1 Lesson 3-6 Math Anytime Make 10 to Add: Review Topic 3: Today's Challenge Develop: Problem-Based Learning Make 10 to Add: Solve & Share Curriculum Standards: Make 10 to add numbers to 20. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Develop: Visual Learning Make 10 to Add: Visual Learning Curriculum Standards: Make 10 to add numbers to 20. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Make 10 to Add: Do You Understand? Curriculum Standards: Make 10 to add numbers to 20. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Make 10 to Add: Practice Curriculum Standards: Make 10 to add numbers to 20. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Assess & Differentiate 3-6: Homework & Practice Curriculum Standards: Make 10 to add numbers to 20. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 3-6: Homework & Practice Curriculum Standards: Make 10 to add numbers to 20. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Make 10 to Add: Quick Check Curriculum Standards: Make 10 to add numbers to 20. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 3-6: Reteach to Build Understanding Worksheet Curriculum Standards: Make 10 to add numbers to 20. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 3-6: Enrichment Worksheet 3-6: Center Games Curriculum Standards: Make 10 to add numbers to 20. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Digital Math Tool Activities Make 10 to Add: Another Look Curriculum Standards: Make 10 to add numbers to 20. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 3-7: Continue to Make 10 to Add Student's Edition eText: Grade 1 Lesson 3-7 Interactive Student Edition: Grade 1 Lesson 3-7 Student's Edition ACTIVe-book: Grade 1 Lesson 3-7 Math Anytime Continue to Make 10 to Add: Review Topic 3: Today's Challenge Develop: Problem-Based Learning Continue to Make 10 to Add: Solve & Share Curriculum Standards: Make 10 to add numbers to 20. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Develop: Visual Learning Continue to Make 10 to Add: Visual Learning Curriculum Standards: Make 10 to add numbers to 20. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Continue to Make 10 to Add: Do You Understand? Curriculum Standards: Make 10 to add numbers to 20. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Continue to Make 10 to Add: Practice Curriculum Standards: Make 10 to add numbers to 20. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Assess & Differentiate 3-7: Homework & Practice Curriculum Standards: Make 10 to add numbers to 20. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 3-7: Homework & Practice Curriculum Standards: Make 10 to add numbers to 20. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Continue to Make 10 to Add: Quick Check Curriculum Standards: Make 10 to add numbers to 20. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 3-7: Reteach to Build Understanding Worksheet Curriculum Standards: Make 10 to add numbers to 20. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 3-7: Enrichment Worksheet 3-7: Center Games Curriculum Standards: Make 10 to add numbers to 20. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Game: Fluency - Add and Subtract within 10 Continue to Make 10 to Add: Another Look Curriculum Standards: Make 10 to add numbers to 20. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 3-8: Explain Addition Strategies Student's Edition eText: Grade 1 Lesson 3-8 Interactive Student Edition: Grade 1 Lesson 3-8 Student's Edition ACTIVe-book: Grade 1 Lesson 3-8 Math Anytime Explain Addition Strategies: Review Topic 3: Today's Challenge Develop: Problem-Based Learning Explain Addition Strategies: Solve & Share Curriculum Standards: Solve addition problems using different strategies. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Using a number line Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Develop: Visual Learning Explain Addition Strategies: Visual Learning Curriculum Standards: Solve addition problems using different strategies. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Using a number line Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Explain Addition Strategies: Do You Understand? Curriculum Standards: Solve addition problems using different strategies. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Using a number line Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Explain Addition Strategies: Practice Curriculum Standards: Solve addition problems using different strategies. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Using a number line Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Assess & Differentiate 3-8: Homework & Practice Curriculum Standards: Solve addition problems using different strategies. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Using a number line Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 3-8: Homework & Practice Curriculum Standards: Solve addition problems using different strategies. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Using a number line Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Explain Addition Strategies: Quick Check Curriculum Standards: Solve addition problems using different strategies. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Using a number line Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 3-8: Reteach to Build Understanding Worksheet Curriculum Standards: Solve addition problems using different strategies. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Using a number line Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 3-8: Enrichment Worksheet 3-8: Center Games Curriculum Standards: Solve addition problems using different strategies. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Using a number line Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Digital Math Tool Activities Explain Addition Strategies: Another Look Curriculum Standards: Solve addition problems using different strategies. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Using a number line Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 3-9: Solve Addition Word Problems with Facts to 20 Student's Edition eText: Grade 1 Lesson 3-9 Interactive Student Edition: Grade 1 Lesson 3-9 Student's Edition ACTIVe-book: Grade 1 Lesson 3-9 Math Anytime Solve Addition Word Problems with Facts to 20: Review Topic 3: Today's Challenge Develop: Problem-Based Learning Solve Addition Word Problems with Facts to 20: Solve & Share Curriculum Standards: Solve different types of addition word problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Develop: Visual Learning Solve Addition Word Problems with Facts to 20: Visual Learning Curriculum Standards: Solve different types of addition word problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Solve Addition Word Problems with Facts to 20: Do You Understand? Curriculum Standards: Solve different types of addition word problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Solve Addition Word Problems with Facts to 20: Practice Curriculum Standards: Solve different types of addition word problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Assess & Differentiate 3-9: Homework & Practice Curriculum Standards: Solve different types of addition word problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. 3-9: Homework & Practice Curriculum Standards: Solve different types of addition word problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Solve Addition Word Problems with Facts to 20: Quick Check Curriculum Standards: Solve different types of addition word problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. 3-9: Reteach to Build Understanding Worksheet Curriculum Standards: Solve different types of addition word problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. 3-9: Enrichment Worksheet 3-9: Problem-Solving Reading Activity Curriculum Standards: Solve different types of addition word problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Digital Math Tool Activities Solve Addition Word Problems with Facts to 20: Another Look Curriculum Standards: Solve different types of addition word problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. 3-10: Problem Solving: Critique Reasoning Student's Edition eText: Grade 1 Lesson 3-10 Interactive Student Edition: Grade 1 Lesson 3-10 Student's Edition ACTIVe-book: Grade 1 Lesson 3-10 Math Anytime Problem Solving: Critique Reasoning: Review Topic 3: Today's Challenge Develop: Problem-Based Learning Problem Solving: Critique Reasoning: Solve & Share Curriculum Standards: Critique the reasoning of others by using known information about addition and subtraction. 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). 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. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Develop: Visual Learning Problem Solving: Critique Reasoning: Visual Learning Curriculum Standards: Critique the reasoning of others by using known information about addition and subtraction. 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). 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. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Problem Solving: Critique Reasoning: Do You Understand? Curriculum Standards: Critique the reasoning of others by using known information about addition and subtraction. 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). 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. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Problem Solving: Critique Reasoning: Practice Curriculum Standards: Critique the reasoning of others by using known information about addition and subtraction. 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). 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. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Assess & Differentiate 3-10: Homework & Practice Curriculum Standards: Critique the reasoning of others by using known information about addition and subtraction. 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). 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. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. 3-10: Homework & Practice Curriculum Standards: Critique the reasoning of others by using known information about addition and subtraction. 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). 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. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Problem Solving: Critique Reasoning: Quick Check Curriculum Standards: Critique the reasoning of others by using known information about addition and subtraction. 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). 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. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. 3-10: Reteach to Build Understanding Worksheet Curriculum Standards: Critique the reasoning of others by using known information about addition and subtraction. 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). 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. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. 3-10: Enrichment Worksheet 3-10: Math and Science Activity Curriculum Standards: Critique the reasoning of others by using known information about addition and subtraction. 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). 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. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Game: Fancy Flea - Missing Parts to 12 Problem Solving: Critique Reasoning: Another Look Curriculum Standards: Critique the reasoning of others by using known information about addition and subtraction. 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). 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. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. End Topic Interactive Student Edition: End Topic 3 Fluency Practice Activity Vocabulary Review Reteaching Interactive Student Edition: Topic 3 Assessment Interactive Student Edition: Topic 3 Performance Assessment Explain Addition Strategies: Visual Learning Curriculum Standards: Solve addition problems using different strategies. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Using a number line Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Game: AddIt - Adding Three Numbers Count On to Add: Visual Learning Curriculum Standards: Count on to add using a number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Count On to Add Using an Open Number Line: Visual Learning Curriculum Standards: Count on to add using an open number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Solve Addition Word Problems with Facts to 20: Visual Learning Curriculum Standards: Solve different types of addition word problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Problem Solving: Critique Reasoning: Visual Learning Curriculum Standards: Critique the reasoning of others by using known information about addition and subtraction. 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). 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. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Doubles: Visual Learning Curriculum Standards: Memorize doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with addition and subtraction within 10. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. 3-3: Reteach to Build Understanding Worksheet Curriculum Standards: Memorize doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with addition and subtraction within 10. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Doubles Plus 1: Visual Learning Curriculum Standards: Use doubles facts to solve doubles-plus-one facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. 3-4: Reteach to Build Understanding Worksheet Curriculum Standards: Use doubles facts to solve doubles-plus-one facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Doubles Plus 2: Visual Learning Curriculum Standards: Use doubles facts to solve doubles-plus-2 facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Doubles Plus 2: Another Look Curriculum Standards: Use doubles facts to solve doubles-plus-2 facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Make 10 to Add: Visual Learning Curriculum Standards: Make 10 to add numbers to 20. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Continue to Make 10 to Add: Visual Learning Curriculum Standards: Make 10 to add numbers to 20. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Topic 3 Online Assessment Curriculum Standards: Make 10 to add numbers to 20. Solve addition problems using different strategies. Count on to add using an open number line. Use doubles facts to solve doubles-plus-2 facts. Construct viable arguments and critique the reasoning of others. Count on to add using a number line. Model with mathematics. Memorize doubles facts. Use doubles facts to solve doubles-plus-one facts. Critique the reasoning of others by using known information about addition and subtraction. Solve different types of addition word problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Using the relationship between addition and subtraction Using a number line Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count, with and without objects, forward and backward from any given number up to 120. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Model with mathematics. Model with mathematics. Demonstrate fluency with addition and subtraction within 10. 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). 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. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Topic 4: Subtraction Facts to 20: Use Strategies Topic 4: Animated Math Story: Flying Subtraction Topic 4: Today's Challenge Begin Topic Interactive Student Edition: Begin Topic 4 Math and Science Project Review What You Know Vocabulary Cards 4-1: Count to Subtract Student's Edition eText: Grade 1 Lesson 4-1 Interactive Student Edition: Grade 1 Lesson 4-1 Student's Edition ACTIVe-book: Grade 1 Lesson 4-1 Math Anytime Count to Subtract: Review Topic 4: Today's Challenge Develop: Problem-Based Learning Count to Subtract: Solve & Share Curriculum Standards: Use a number line to subtract by counting on or counting back. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Counting on Using a number line Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Develop: Visual Learning Count to Subtract: Visual Learning Curriculum Standards: Use a number line to subtract by counting on or counting back. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Counting on Using a number line Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Count to Subtract: Do You Understand? Curriculum Standards: Use a number line to subtract by counting on or counting back. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Counting on Using a number line Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Count to Subtract: Practice Curriculum Standards: Use a number line to subtract by counting on or counting back. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Counting on Using a number line Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Assess & Differentiate 4-1: Homework & Practice Curriculum Standards: Use a number line to subtract by counting on or counting back. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Counting on Using a number line Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 4-1: Homework & Practice Curriculum Standards: Use a number line to subtract by counting on or counting back. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Counting on Using a number line Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Count to Subtract: Quick Check Curriculum Standards: Use a number line to subtract by counting on or counting back. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Counting on Using a number line Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 4-1: Reteach to Build Understanding Worksheet Curriculum Standards: Use a number line to subtract by counting on or counting back. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Counting on Using a number line Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 4-1: Enrichment Worksheet 4-1: Math and Science Activity Curriculum Standards: Use a number line to subtract by counting on or counting back. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Counting on Using a number line Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Digital Math Tool Activities Count to Subtract: Another Look Curriculum Standards: Use a number line to subtract by counting on or counting back. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Counting on Using a number line Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 4-2: Make 10 to Subtract Student's Edition eText: Grade 1 Lesson 4-2 Interactive Student Edition: Grade 1 Lesson 4-2 Student's Edition ACTIVe-book: Grade 1 Lesson 4-2 Math Anytime Make 10 to Subtract: Review Topic 4: Today's Challenge Develop: Problem-Based Learning Make 10 to Subtract: Solve & Share Curriculum Standards: Make subtraction easier by making 10 to subtract. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Develop: Visual Learning Make 10 to Subtract: Visual Learning Curriculum Standards: Make subtraction easier by making 10 to subtract. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Make 10 to Subtract: Do You Understand? Curriculum Standards: Make subtraction easier by making 10 to subtract. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Make 10 to Subtract: Practice Curriculum Standards: Make subtraction easier by making 10 to subtract. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Assess & Differentiate 4-2: Homework & Practice Curriculum Standards: Make subtraction easier by making 10 to subtract. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 4-2: Homework & Practice Curriculum Standards: Make subtraction easier by making 10 to subtract. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Make 10 to Subtract: Quick Check Curriculum Standards: Make subtraction easier by making 10 to subtract. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 4-2: Reteach to Build Understanding Worksheet Curriculum Standards: Make subtraction easier by making 10 to subtract. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 4-2: Enrichment Worksheet 4-2: Problem-Solving Reading Activity Curriculum Standards: Make subtraction easier by making 10 to subtract. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Digital Math Tool Activities Make 10 to Subtract: Another Look Curriculum Standards: Make subtraction easier by making 10 to subtract. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 4-3: Continue to Make 10 to Subtract Student's Edition eText: Grade 1 Lesson 4-3 Interactive Student Edition: Grade 1 Lesson 4-3 Student's Edition ACTIVe-book: Grade 1 Lesson 4-3 Math Anytime Continue to Make 10 to Subtract: Review Topic 4: Today's Challenge Develop: Problem-Based Learning Continue to Make 10 to Subtract: Solve & Share Curriculum Standards: Count on to subtract using 10 as a landmark. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Develop: Visual Learning Continue to Make 10 to Subtract: Visual Learning Curriculum Standards: Count on to subtract using 10 as a landmark. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Continue to Make 10 to Subtract: Do You Understand? Curriculum Standards: Count on to subtract using 10 as a landmark. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Continue to Make 10 to Subtract: Practice Curriculum Standards: Count on to subtract using 10 as a landmark. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Assess & Differentiate 4-3: Homework & Practice Curriculum Standards: Count on to subtract using 10 as a landmark. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 4-3: Homework & Practice Curriculum Standards: Count on to subtract using 10 as a landmark. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Continue to Make 10 to Subtract: Quick Check Curriculum Standards: Count on to subtract using 10 as a landmark. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 4-3: Reteach to Build Understanding Worksheet Curriculum Standards: Count on to subtract using 10 as a landmark. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 4-3: Enrichment Worksheet 4-3: Center Games Curriculum Standards: Count on to subtract using 10 as a landmark. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Game: Flying Cow Incident - 1-Digit Numbers Continue to Make 10 to Subtract: Another Look Curriculum Standards: Count on to subtract using 10 as a landmark. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 4-4: Fact Families Student's Edition eText: Grade 1 Lesson 4-4 Interactive Student Edition: Grade 1 Lesson 4-4 Student's Edition ACTIVe-book: Grade 1 Lesson 4-4 Math Anytime Fact Families: Review Topic 4: Today's Challenge Develop: Problem-Based Learning Fact Families: Solve & Share Curriculum Standards: Make addition and subtraction facts using the same three numbers. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown- addend problem. Add and subtract within 20. Develop: Visual Learning Fact Families: Visual Learning Curriculum Standards: Make addition and subtraction facts using the same three numbers. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown- addend problem. Add and subtract within 20. Fact Families: Do You Understand? Curriculum Standards: Make addition and subtraction facts using the same three numbers. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown- addend problem. Add and subtract within 20. Fact Families: Practice Curriculum Standards: Make addition and subtraction facts using the same three numbers. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown- addend problem. Add and subtract within 20. Assess & Differentiate 4-4: Homework & Practice Curriculum Standards: Make addition and subtraction facts using the same three numbers. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown- addend problem. Add and subtract within 20. 4-4: Homework & Practice Curriculum Standards: Make addition and subtraction facts using the same three numbers. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown- addend problem. Add and subtract within 20. Fact Families: Quick Check Curriculum Standards: Make addition and subtraction facts using the same three numbers. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown- addend problem. Add and subtract within 20. 4-4: Reteach to Build Understanding Worksheet Curriculum Standards: Make addition and subtraction facts using the same three numbers. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown- addend problem. Add and subtract within 20. 4-4: Enrichment Worksheet 4-4: Center Games Curriculum Standards: Make addition and subtraction facts using the same three numbers. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown- addend problem. Add and subtract within 20. Digital Math Tool Activities Fact Families: Another Look Curriculum Standards: Make addition and subtraction facts using the same three numbers. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown- addend problem. Add and subtract within 20. 4-5: Use Addition to Subtract Student's Edition eText: Grade 1 Lesson 4-5 Interactive Student Edition: Grade 1 Lesson 4-5 Student's Edition ACTIVe-book: Grade 1 Lesson 4-5 Math Anytime Use Addition to Subtract: Review Topic 4: Today's Challenge Develop: Problem-Based Learning Use Addition to Subtract: Solve & Share Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Develop: Visual Learning Use Addition to Subtract: Visual Learning Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Use Addition to Subtract: Do You Understand? Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Use Addition to Subtract: Practice Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Assess & Differentiate 4-5: Homework & Practice Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. 4-5: Homework & Practice Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Use Addition to Subtract: Quick Check Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. 4-5: Reteach to Build Understanding Worksheet Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. 4-5: Enrichment Worksheet 4-5: Center Games Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Digital Math Tool Activities Use Addition to Subtract: Another Look Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. 4-6: Continue to Use Addition to Subtract Student's Edition eText: Grade 1 Lesson 4-6 Interactive Student Edition: Grade 1 Lesson 4-6 Student's Edition ACTIVe-book: Grade 1 Lesson 4-6 Math Anytime Continue to Use Addition to Subtract: Review Topic 4: Today's Challenge Develop: Problem-Based Learning Continue to Use Addition to Subtract: Solve & Share Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Develop: Visual Learning Continue to Use Addition to Subtract: Visual Learning Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Continue to Use Addition to Subtract: Do You Understand? Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Continue to Use Addition to Subtract: Practice Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Assess & Differentiate 4-6: Homework & Practice Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. 4-6: Homework & Practice Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Continue to Use Addition to Subtract: Quick Check Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. 4-6: Reteach to Build Understanding Worksheet Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. 4-6: Enrichment Worksheet 4-6: Center Games Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Game: Flying Cow Incident - 1-Digit Numbers Continue to Use Addition to Subtract: Another Look Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. 4-7: Explain Subtraction Strategies Student's Edition eText: Grade 1 Lesson 4-7 Interactive Student Edition: Grade 1 Lesson 4-7 Student's Edition ACTIVe-book: Grade 1 Lesson 4-7 Math Anytime Explain Subtraction Strategies: Review Topic 4: Today's Challenge Develop: Problem-Based Learning Explain Subtraction Strategies: Solve & Share Curriculum Standards: Explain strategies used to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Using a number line Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Develop: Visual Learning Explain Subtraction Strategies: Visual Learning Curriculum Standards: Explain strategies used to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Using a number line Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Explain Subtraction Strategies: Do You Understand? Curriculum Standards: Explain strategies used to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Using a number line Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Explain Subtraction Strategies: Practice Curriculum Standards: Explain strategies used to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Using a number line Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Assess & Differentiate 4-7: Homework & Practice Curriculum Standards: Explain strategies used to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Using a number line Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. 4-7: Homework & Practice Curriculum Standards: Explain strategies used to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Using a number line Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Explain Subtraction Strategies: Quick Check Curriculum Standards: Explain strategies used to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Using a number line Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. 4-7: Reteach to Build Understanding Worksheet Curriculum Standards: Explain strategies used to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Using a number line Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. 4-7: Enrichment Worksheet 4-7: Problem-Solving Reading Activity Curriculum Standards: Explain strategies used to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Using a number line Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Digital Math Tool Activities Explain Subtraction Strategies: Another Look Curriculum Standards: Explain strategies used to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Using a number line Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. 4-8: Solve Word Problems with Facts to 20 Student's Edition eText: Grade 1 Lesson 4-8 Interactive Student Edition: Grade 1 Lesson 4-8 Student's Edition ACTIVe-book: Grade 1 Lesson 4-8 Math Anytime Solve Word Problems with Facts to 20: Review Topic 4: Today's Challenge Develop: Problem-Based Learning Solve Word Problems with Facts to 20: Solve & Share Curriculum Standards: Solve different types of addition and subtraction problems with unknowns in different positions. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Develop: Visual Learning Solve Word Problems with Facts to 20: Visual Learning Curriculum Standards: Solve different types of addition and subtraction problems with unknowns in different positions. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve Word Problems with Facts to 20: Do You Understand? Curriculum Standards: Solve different types of addition and subtraction problems with unknowns in different positions. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve Word Problems with Facts to 20: Practice Curriculum Standards: Solve different types of addition and subtraction problems with unknowns in different positions. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Assess & Differentiate 4-8: Homework & Practice Curriculum Standards: Solve different types of addition and subtraction problems with unknowns in different positions. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 4-8: Homework & Practice Curriculum Standards: Solve different types of addition and subtraction problems with unknowns in different positions. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve Word Problems with Facts to 20: Quick Check Curriculum Standards: Solve different types of addition and subtraction problems with unknowns in different positions. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 4-8: Reteach to Build Understanding Worksheet Curriculum Standards: Solve different types of addition and subtraction problems with unknowns in different positions. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 4-8: Enrichment Worksheet 4-8: Center Games Curriculum Standards: Solve different types of addition and subtraction problems with unknowns in different positions. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Game: Flying Cow Incident - 1-Digit Numbers Solve Word Problems with Facts to 20: Another Look Curriculum Standards: Solve different types of addition and subtraction problems with unknowns in different positions. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 4-9: Problem Solving: Reasoning Student's Edition eText: Grade 1 Lesson 4-9 Interactive Student Edition: Grade 1 Lesson 4-9 Student's Edition ACTIVe-book: Grade 1 Lesson 4-9 Math Anytime Problem Solving: Reasoning: Review Topic 4: Today's Challenge Develop: Problem-Based Learning Problem Solving: Reasoning: Solve & Share Curriculum Standards: Use reasoning to write and solve number stories. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Develop: Visual Learning Problem Solving: Reasoning: Visual Learning Curriculum Standards: Use reasoning to write and solve number stories. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Problem Solving: Reasoning: Do You Understand? Curriculum Standards: Use reasoning to write and solve number stories. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Problem Solving: Reasoning: Practice Curriculum Standards: Use reasoning to write and solve number stories. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Assess & Differentiate 4-9: Homework & Practice Curriculum Standards: Use reasoning to write and solve number stories. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Reason abstractly and quantitatively. Reason abstractly and quantitatively. 4-9: Homework & Practice Curriculum Standards: Use reasoning to write and solve number stories. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Problem Solving: Reasoning: Quick Check Curriculum Standards: Use reasoning to write and solve number stories. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Reason abstractly and quantitatively. Reason abstractly and quantitatively. 4-9: Reteach to Build Understanding Worksheet Curriculum Standards: Use reasoning to write and solve number stories. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Reason abstractly and quantitatively. Reason abstractly and quantitatively. 4-9: Enrichment Worksheet 4-9: Math and Science Activity Curriculum Standards: Use reasoning to write and solve number stories. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Game: Save the Word: Grade 1 Topics 1–4 Problem Solving: Reasoning: Another Look Curriculum Standards: Use reasoning to write and solve number stories. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Reason abstractly and quantitatively. Reason abstractly and quantitatively. End Topic Interactive Student Edition: End Topic 4 Fluency Practice Activity Vocabulary Review Reteaching Interactive Student Edition: Topic 4 Assessment Interactive Student Edition: Topic 4 Performance Assessment 4-7: Reteach to Build Understanding Worksheet Curriculum Standards: Explain strategies used to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Using a number line Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Solve Word Problems with Facts to 20: Visual Learning Curriculum Standards: Solve different types of addition and subtraction problems with unknowns in different positions. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Problem Solving: Reasoning: Visual Learning Curriculum Standards: Use reasoning to write and solve number stories. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Count to Subtract: Visual Learning Curriculum Standards: Use a number line to subtract by counting on or counting back. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Counting on Using a number line Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Make 10 to Subtract: Visual Learning Curriculum Standards: Make subtraction easier by making 10 to subtract. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Continue to Make 10 to Subtract: Visual Learning Curriculum Standards: Count on to subtract using 10 as a landmark. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Fact Families: Visual Learning Curriculum Standards: Make addition and subtraction facts using the same three numbers. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown- addend problem. Add and subtract within 20. Use Addition to Subtract: Visual Learning Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Continue to Use Addition to Subtract: Visual Learning Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Explain Subtraction Strategies: Visual Learning Curriculum Standards: Explain strategies used to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Using a number line Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Game: Jungle Quest - Add and Subtract 1, 2, 5, 10 Topic 4 Online Assessment Curriculum Standards: Make addition and subtraction facts using the same three numbers. Use a number line to subtract by counting on or counting back. Make subtraction easier by making 10 to subtract. Count on to subtract using 10 as a landmark. Use addition facts to find subtraction facts. Explain strategies used to solve subtraction problems. Use reasoning to write and solve number stories. Solve different types of addition and subtraction problems with unknowns in different positions. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown- addend problem. Add and subtract within 20. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count, with and without objects, forward and backward from any given number up to 120. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Counting on Using a number line Count backward from a given number between 20 and 1. Making ten Decomposing a number leading to a ten Solve problems that call for addition of three whole numbers whose sum is within 20. Demonstrate fluency with addition and subtraction within 10. Demonstrate fluency with addition and subtraction within 10. 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). Reason abstractly and quantitatively. Reason abstractly and quantitatively. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Problem Solving: Critique Reasoning: Visual Learning Curriculum Standards: Critique the reasoning of others by using known information about addition and subtraction. 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). 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. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Solve Problems: Put Together: Visual Learning Curriculum Standards: Solve addition problems involving situations of putting two parts together. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Put together/Take Apart-Addend Unknown Use addition and subtraction within 20 to solve problems. Solve Problems: Add To: Visual Learning Curriculum Standards: Solve addition problems involving situations of adding one part to another part. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. Solve Problems: Both Addends Unknown: Visual Learning Curriculum Standards: Solve addition word problems by breaking apart a total number of objects. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve Problems: Take From: Visual Learning Curriculum Standards: Solve subtraction problems involving taking from a group. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Add in Any Order: Visual Learning Curriculum Standards: Use the same addends to write two different equations with the same sum. 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. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Apply the commutative and associative properties as strategies for solving addition problems. Use properties as strategies to add and subtract. Think Addition to Subtract: Visual Learning Curriculum Standards: Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Solve Word Problems with Facts to 10: Visual Learning Curriculum Standards: Solve word problems by drawing pictures and writing equations. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare- Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Count On to Add Using an Open Number Line: Visual Learning Curriculum Standards: Count on to add using an open number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Doubles: Visual Learning Curriculum Standards: Memorize doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with addition and subtraction within 10. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Doubles Plus 1: Visual Learning Curriculum Standards: Use doubles facts to solve doubles-plus-one facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Make 10 to Add: Visual Learning Curriculum Standards: Make 10 to add numbers to 20. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Solve Addition Word Problems with Facts to 20: Visual Learning Curriculum Standards: Solve different types of addition word problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Count to Subtract: Visual Learning Curriculum Standards: Use a number line to subtract by counting on or counting back. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Counting on Using a number line Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Make 10 to Subtract: Visual Learning Curriculum Standards: Make subtraction easier by making 10 to subtract. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. Use Addition to Subtract: Visual Learning Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Problem Solving: Reasoning: Visual Learning Curriculum Standards: Use reasoning to write and solve number stories. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Reason abstractly and quantitatively. Reason abstractly and quantitatively. B16: Relating Addition and Subtraction Curriculum Standards: Think addition to subtract quickly and accurately. Add and subtract quickly and accurately using mental math strategies. Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. The student will recognize and use the relationships between addition and subtraction to solve single-step practical problems, with whole numbers to 20. The student will demonstrate fluency with addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. Use addition and subtraction to solve word problems. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g. by using drawings and equations with a symbol for the unknown number to represent the problem). Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Use the relationship between addition and subtraction to generate basic facts up to 20. Demonstrate fluency with basic addition facts and related subtraction facts up to 20. Generate real-world situations to represent number sentences and vice versa. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve real-world and mathematical addition and subtraction problems involving whole numbers up to 2 digits. Demonstrate fluency with addition and subtraction, within 20, using mental strategies. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Demonstrate fluency with addition and subtraction within 20. One-Step problems: Add to/Take from- Start Unknown Compare-Bigger Unknown Compare-Smaller Unknown Write and solve problems involving addition and subtraction within 100. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 5-6: Center Games Topics 1–4: Online Cumulative/Benchmark Assessment Curriculum Standards: Make 10 to add numbers to 20. Solve word problems by drawing pictures and writing equations. Solve subtraction problems involving taking from a group. Count on to add using an open number line. Use a number line to subtract by counting on or counting back. Solve addition word problems by breaking apart a total number of objects. Use the same addends to write two different equations with the same sum. Memorize doubles facts. Use doubles facts to solve doubles- plus-one facts. Use reasoning to write and solve number stories. Solve different types of addition word problems. Make subtraction easier by making 10 to subtract. Use addition facts to find subtraction facts. Solve addition problems involving situations of putting two parts together. Solve addition problems involving situations of adding one part to another part. Critique the reasoning of others by using known information about addition and subtraction. Use addition facts to 10 to solve subtraction problems. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Counting on Making ten Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. 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). The student will recognize and describe with fluency part- whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count, with and without objects, forward and backward from any given number up to 120. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Using a number line Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. 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. Determine if equations involving addition and subtraction are true. Apply the commutative and associative properties as strategies for solving addition problems. Use properties as strategies to add and subtract. Demonstrate fluency with addition and subtraction within 10. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate that subtraction can be solved as an unknown- addend problem. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). Using the relationship between addition and subtraction The relationship between addition and subtraction Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. 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 = ?). Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Topic 5: Work with Addition and Subtraction Equations Topic 5: Animated Math Story: Going to the Zoo! Topic 5: Today's Challenge Begin Topic Interactive Student Edition: Begin Topic 5 Math and Science Project Review What You Know 5-1: Find the Unknown Numbers Student's Edition eText: Grade 1 Lesson 5-1 Interactive Student Edition: Grade 1 Lesson 5-1 Student's Edition ACTIVe-book: Grade 1 Lesson 5-1 Math Anytime Find the Unknown Numbers: Review Topic 5: Today's Challenge Develop: Problem-Based Learning Find the Unknown Numbers: Solve & Share Curriculum Standards: Find the unknown number in an equation. 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Develop: Visual Learning Find the Unknown Numbers: Visual Learning Curriculum Standards: Find the unknown number in an equation. 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Find the Unknown Numbers: Do You Understand? Curriculum Standards: Find the unknown number in an equation. 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Find the Unknown Numbers: Practice Curriculum Standards: Find the unknown number in an equation. 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Assess & Differentiate 5-1: Homework & Practice Curriculum Standards: Find the unknown number in an equation. 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 5-1: Homework & Practice Curriculum Standards: Find the unknown number in an equation. 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Find the Unknown Numbers: Quick Check Curriculum Standards: Find the unknown number in an equation. 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 5-1: Reteach to Build Understanding Worksheet Curriculum Standards: Find the unknown number in an equation. 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 5-1: Enrichment Worksheet 5-1: Problem-Solving Reading Activity Curriculum Standards: Find the unknown number in an equation. 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Game: Flying Cow Incident - 1-Digit Numbers Find the Unknown Numbers: Another Look Curriculum Standards: Find the unknown number in an equation. 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 5-2: True or False Equations Student's Edition eText: Grade 1 Lesson 5-2 Interactive Student Edition: Grade 1 Lesson 5-2 Student's Edition ACTIVe-book: Grade 1 Lesson 5-2 Math Anytime True or False Equations: Review Topic 5: Today's Challenge Develop: Problem-Based Learning True or False Equations: Solve & Share Curriculum Standards: Determine if addition and subtraction equations are true or false. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Apply understanding of the equal sign to determine if equations involving addition and subtraction are true. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. Develop: Visual Learning True or False Equations: Visual Learning Curriculum Standards: Determine if addition and subtraction equations are true or false. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Apply understanding of the equal sign to determine if equations involving addition and subtraction are true. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. True or False Equations: Do You Understand? Curriculum Standards: Determine if addition and subtraction equations are true or false. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Apply understanding of the equal sign to determine if equations involving addition and subtraction are true. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. True or False Equations: Practice Curriculum Standards: Determine if addition and subtraction equations are true or false. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Apply understanding of the equal sign to determine if equations involving addition and subtraction are true. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. Assess & Differentiate 5-2: Homework & Practice Curriculum Standards: Determine if addition and subtraction equations are true or false. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Apply understanding of the equal sign to determine if equations involving addition and subtraction are true. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. 5-2: Homework & Practice Curriculum Standards: Determine if addition and subtraction equations are true or false. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Apply understanding of the equal sign to determine if equations involving addition and subtraction are true. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. True or False Equations: Quick Check Curriculum Standards: Determine if addition and subtraction equations are true or false. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Apply understanding of the equal sign to determine if equations involving addition and subtraction are true. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. 5-2: Reteach to Build Understanding Worksheet Curriculum Standards: Determine if addition and subtraction equations are true or false. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Apply understanding of the equal sign to determine if equations involving addition and subtraction are true. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. 5-2: Enrichment Worksheet 5-2: Math and Science Activity Curriculum Standards: Determine if addition and subtraction equations are true or false. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Apply understanding of the equal sign to determine if equations involving addition and subtraction are true. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. Digital Math Tool Activities True or False Equations: Another Look Curriculum Standards: Determine if addition and subtraction equations are true or false. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Apply understanding of the equal sign to determine if equations involving addition and subtraction are true. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. 5-3: Make True Equations Student's Edition eText: Grade 1 Lesson 5-3 Interactive Student Edition: Grade 1 Lesson 5-3 Student's Edition ACTIVe-book: Grade 1 Lesson 5-3 Math Anytime Make True Equations: Review Topic 5: Today's Challenge Develop: Problem-Based Learning Make True Equations: Solve & Share Curriculum Standards: Find the missing numbers in equations to make them true. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will create and solve single- step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Develop: Visual Learning Make True Equations: Visual Learning Curriculum Standards: Find the missing numbers in equations to make them true. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will create and solve single- step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Make True Equations: Do You Understand? Curriculum Standards: Find the missing numbers in equations to make them true. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will create and solve single- step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Make True Equations: Practice Curriculum Standards: Find the missing numbers in equations to make them true. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will create and solve single- step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Assess & Differentiate 5-3: Homework & Practice Curriculum Standards: Find the missing numbers in equations to make them true. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will create and solve single- step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 5-3: Homework & Practice Curriculum Standards: Find the missing numbers in equations to make them true. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will create and solve single- step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Make True Equations: Quick Check Curriculum Standards: Find the missing numbers in equations to make them true. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will create and solve single- step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 5-3: Reteach to Build Understanding Worksheet Curriculum Standards: Find the missing numbers in equations to make them true. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will create and solve single- step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 5-3: Enrichment Worksheet 5-3: Problem-Solving Reading Activity Curriculum Standards: Find the missing numbers in equations to make them true. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will create and solve single- step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Digital Math Tool Activities Make True Equations: Another Look Curriculum Standards: Find the missing numbers in equations to make them true. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will create and solve single- step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 5-4: Word Problems with Three Addends Student's Edition eText: Grade 1 Lesson 5-4 Interactive Student Edition: Grade 1 Lesson 5-4 Student's Edition ACTIVe-book: Grade 1 Lesson 5-4 Math Anytime Word Problems with Three Addends: Review Topic 5: Today's Challenge Develop: Problem-Based Learning Word Problems with Three Addends: Solve & Share Curriculum Standards: Use different strategies to solve word problems with 3 addends. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. Develop: Visual Learning Word Problems with Three Addends: Visual Learning Curriculum Standards: Use different strategies to solve word problems with 3 addends. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. Word Problems with Three Addends: Do You Understand? Curriculum Standards: Use different strategies to solve word problems with 3 addends. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. Word Problems with Three Addends: Practice Curriculum Standards: Use different strategies to solve word problems with 3 addends. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. Assess & Differentiate 5-4: Homework & Practice Curriculum Standards: Use different strategies to solve word problems with 3 addends. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. 5-4: Homework & Practice Curriculum Standards: Use different strategies to solve word problems with 3 addends. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. Word Problems with Three Addends: Quick Check Curriculum Standards: Use different strategies to solve word problems with 3 addends. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. 5-4: Reteach to Build Understanding Worksheet Curriculum Standards: Use different strategies to solve word problems with 3 addends. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. 5-4: Enrichment Worksheet 5-4: Center Games Curriculum Standards: Use different strategies to solve word problems with 3 addends. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. Digital Math Tool Activities Word Problems with Three Addends: Another Look Curriculum Standards: Use different strategies to solve word problems with 3 addends. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. 5-5: Add Three Numbers Student's Edition eText: Grade 1 Lesson 5-5 Interactive Student Edition: Grade 1 Lesson 5-5 Student's Edition ACTIVe-book: Grade 1 Lesson 5-5 Math Anytime Add Three Numbers: Review Topic 5: Today's Challenge Develop: Problem-Based Learning Add Three Numbers: Solve & Share Curriculum Standards: Use different strategies to add three numbers. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. Develop: Visual Learning Add Three Numbers: Visual Learning Curriculum Standards: Use different strategies to add three numbers. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. Add Three Numbers: Do You Understand? Curriculum Standards: Use different strategies to add three numbers. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. Add Three Numbers: Practice Assess & Differentiate 5-5: Homework & Practice Curriculum Standards: Use different strategies to add three numbers. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. 5-5: Homework & Practice Curriculum Standards: Use different strategies to add three numbers. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. Add Three Numbers: Quick Check Curriculum Standards: Use different strategies to add three numbers. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. 5-5: Reteach to Build Understanding Worksheet Curriculum Standards: Use different strategies to add three numbers. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. 5-5: Enrichment Worksheet 5-5: Center Games Curriculum Standards: Use different strategies to add three numbers. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. Digital Math Tool Activities Add Three Numbers: Another Look Curriculum Standards: Use different strategies to add three numbers. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. 5-6: Solve Addition and Subtraction Word Problems Student's Edition eText: Grade 1 Lesson 5-6 Interactive Student Edition: Grade 1 Lesson 5-6 Student's Edition ACTIVe-book: Grade 1 Lesson 5-6 Math Anytime Solve Addition and Subtraction Word Problems: Review Topic 5: Today's Challenge Develop: Problem-Based Learning Solve Addition and Subtraction Word Problems: Solve & Share Curriculum Standards: Solve word problems involving comparisons. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. Develop: Visual Learning Solve Addition and Subtraction Word Problems: Visual Learning Curriculum Standards: Solve word problems involving comparisons. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. Solve Addition and Subtraction Word Problems: Do You Understand? Curriculum Standards: Solve word problems involving comparisons. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. Solve Addition and Subtraction Word Problems: Practice Curriculum Standards: Solve word problems involving comparisons. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. Assess & Differentiate 5-6: Homework & Practice Curriculum Standards: Solve word problems involving comparisons. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. 5-6: Homework & Practice Curriculum Standards: Solve word problems involving comparisons. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. Solve Addition and Subtraction Word Problems: Quick Check Curriculum Standards: Solve word problems involving comparisons. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. 5-6: Reteach to Build Understanding Worksheet Curriculum Standards: Solve word problems involving comparisons. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. 5-6: Enrichment Worksheet 5-6: Center Games Curriculum Standards: Solve word problems involving comparisons. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. Game: Save the Word: Grade 1 Topics 1–4 Solve Addition and Subtraction Word Problems: Another Look Curriculum Standards: Solve word problems involving comparisons. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. 5-7: Problem Solving: Precision Student's Edition eText: Grade 1 Lesson 5-7 Interactive Student Edition: Grade 1 Lesson 5-7 Student's Edition ACTIVe-book: Grade 1 Lesson 5-7 Math Anytime Problem Solving: Precision: Review Topic 5: Today's Challenge Develop: Problem-Based Learning Problem Solving: Precision: Solve & Share Curriculum Standards: Use precision to determine the missing number or symbol in an equation. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will demonstrate an understanding of equality through the use of the equal symbol. Use counting and comparison skills to create and analyze bar graphs and tally charts. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Attend to precision. Attend to precision. Develop: Visual Learning Problem Solving: Precision: Visual Learning Curriculum Standards: Use precision to determine the missing number or symbol in an equation. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will demonstrate an understanding of equality through the use of the equal symbol. Use counting and comparison skills to create and analyze bar graphs and tally charts. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Attend to precision. Attend to precision. Problem Solving: Precision: Do You Understand? Curriculum Standards: Use precision to determine the missing number or symbol in an equation. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will demonstrate an understanding of equality through the use of the equal symbol. Use counting and comparison skills to create and analyze bar graphs and tally charts. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Attend to precision. Attend to precision. Problem Solving: Precision: Practice Curriculum Standards: Use precision to determine the missing number or symbol in an equation. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will demonstrate an understanding of equality through the use of the equal symbol. Use counting and comparison skills to create and analyze bar graphs and tally charts. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Attend to precision. Attend to precision. Assess & Differentiate 5-7: Homework & Practice Curriculum Standards: Use precision to determine the missing number or symbol in an equation. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will demonstrate an understanding of equality through the use of the equal symbol. Use counting and comparison skills to create and analyze bar graphs and tally charts. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Attend to precision. Attend to precision. 5-7: Homework & Practice Curriculum Standards: Use precision to determine the missing number or symbol in an equation. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will demonstrate an understanding of equality through the use of the equal symbol. Use counting and comparison skills to create and analyze bar graphs and tally charts. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Attend to precision. Attend to precision. Problem Solving: Precision: Quick Check Curriculum Standards: Use precision to determine the missing number or symbol in an equation. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will demonstrate an understanding of equality through the use of the equal symbol. Use counting and comparison skills to create and analyze bar graphs and tally charts. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Attend to precision. Attend to precision. 5-7: Reteach to Build Understanding Worksheet Curriculum Standards: Use precision to determine the missing number or symbol in an equation. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will demonstrate an understanding of equality through the use of the equal symbol. Use counting and comparison skills to create and analyze bar graphs and tally charts. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Attend to precision. Attend to precision. 5-7: Enrichment Worksheet 5-7: Math and Science Activity Curriculum Standards: Use precision to determine the missing number or symbol in an equation. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will demonstrate an understanding of equality through the use of the equal symbol. Use counting and comparison skills to create and analyze bar graphs and tally charts. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Attend to precision. Attend to precision. Game: Flying Cow Incident - 1-Digit Numbers Problem Solving: Precision: Another Look Curriculum Standards: Use precision to determine the missing number or symbol in an equation. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will demonstrate an understanding of equality through the use of the equal symbol. Use counting and comparison skills to create and analyze bar graphs and tally charts. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Attend to precision. Attend to precision. End Topic Interactive Student Edition: End Topic 5 Fluency Practice Activity Vocabulary Review Reteaching Interactive Student Edition: Topic 5 Assessment Interactive Student Edition: Topic 5 Performance Assessment Problem Solving: Precision: Visual Learning Curriculum Standards: Use precision to determine the missing number or symbol in an equation. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will demonstrate an understanding of equality through the use of the equal symbol. Use counting and comparison skills to create and analyze bar graphs and tally charts. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Attend to precision. Attend to precision. Game: Launch that Sheep - Add and Subtract 1, 2, 5, 10 Find the Unknown Numbers: Visual Learning Curriculum Standards: Find the unknown number in an equation. 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. True or False Equations: Visual Learning Curriculum Standards: Determine if addition and subtraction equations are true or false. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Apply understanding of the equal sign to determine if equations involving addition and subtraction are true. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. Make True Equations: Visual Learning Curriculum Standards: Find the missing numbers in equations to make them true. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 5-3: Reteach to Build Understanding Worksheet Curriculum Standards: Find the missing numbers in equations to make them true. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Word Problems with Three Addends: Visual Learning Curriculum Standards: Use different strategies to solve word problems with 3 addends. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. Add Three Numbers: Visual Learning Curriculum Standards: Use different strategies to add three numbers. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. Solve Addition and Subtraction Word Problems: Visual Learning Curriculum Standards: Solve word problems involving comparisons. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. Topic 5 Online Assessment Curriculum Standards: Solve word problems involving comparisons. Determine if addition and subtraction equations are true or false. Find the unknown number in an equation. Use different strategies to solve word problems with 3 addends. Use different strategies to add three numbers. Find the missing numbers in equations to make them true. Use precision to determine the missing number or symbol in an equation. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). Determine if equations involving addition and subtraction are true. Determine if equations involving addition and subtraction are true. Apply understanding of the equal sign to determine if equations involving addition and subtraction are true. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. 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 = ?). Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 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). 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. 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. Apply the commutative and associative properties as strategies for solving addition problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. Use counting and comparison skills to create and analyze bar graphs and tally charts. Attend to precision. Attend to precision. Topic 6: Represent and Interpret Data Topic 6: Animated Math Story: Sports Graphs Topic 6: Today's Challenge Begin Topic Interactive Student Edition: Begin Topic 6 Math and Science Project Review What You Know Vocabulary Cards 6-1: Organize Data into Three Categories Student's Edition eText: Grade 1 Lesson 6-1 Interactive Student Edition: Grade 1 Lesson 6-1 Student's Edition ACTIVe-book: Grade 1 Lesson 6-1 Math Anytime Organize Data into Three Categories: Review Topic 6: Today's Challenge Develop: Problem-Based Learning Organize Data into Three Categories: Solve & Share Curriculum Standards: Organize data into categories. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Develop: Visual Learning Organize Data into Three Categories: Visual Learning Curriculum Standards: Organize data into categories. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Organize Data into Three Categories: Do You Understand? Curriculum Standards: Organize data into categories. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Organize Data into Three Categories: Practice Curriculum Standards: Organize data into categories. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Assess & Differentiate 6-1: Homework & Practice Curriculum Standards: Organize data into categories. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. 6-1: Homework & Practice Curriculum Standards: Organize data into categories. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Organize Data into Three Categories: Quick Check Curriculum Standards: Organize data into categories. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. 6-1: Reteach to Build Understanding Worksheet Curriculum Standards: Organize data into categories. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. 6-1: Enrichment Worksheet 6-1: Problem-Solving Reading Activity Curriculum Standards: Organize data into categories. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Game: Save the Word: Grade 1 Topics 1–4 Organize Data into Three Categories: Another Look Curriculum Standards: Organize data into categories. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. 6-2: Collect and Represent Data Student's Edition eText: Grade 1 Lesson 6-2 Interactive Student Edition: Grade 1 Lesson 6-2 Student's Edition ACTIVe-book: Grade 1 Lesson 6-2 Math Anytime Collect and Represent Data: Review Topic 6: Today's Challenge Develop: Problem-Based Learning Collect and Represent Data: Solve & Share Curriculum Standards: Collect and organize information using a picture graph. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to- one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T- charts and tallies. Develop: Visual Learning Collect and Represent Data: Visual Learning Curriculum Standards: Collect and organize information using a picture graph. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to- one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T- charts and tallies. Collect and Represent Data: Do You Understand? Curriculum Standards: Collect and organize information using a picture graph. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to- one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T- charts and tallies. Collect and Represent Data: Practice Curriculum Standards: Collect and organize information using a picture graph. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to- one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T- charts and tallies. Assess & Differentiate 6-2: Homework & Practice Curriculum Standards: Collect and organize information using a picture graph. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to- one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T- charts and tallies. 6-2: Homework & Practice Curriculum Standards: Collect and organize information using a picture graph. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to- one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T- charts and tallies. Collect and Represent Data: Quick Check Curriculum Standards: Collect and organize information using a picture graph. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to- one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T- charts and tallies. 6-2: Reteach to Build Understanding Worksheet Curriculum Standards: Collect and organize information using a picture graph. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to- one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T- charts and tallies. 6-2: Enrichment Worksheet 6-2: Problem-Solving Reading Activity Curriculum Standards: Collect and organize information using a picture graph. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to- one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T- charts and tallies. Digital Math Tool Activities Collect and Represent Data: Another Look Curriculum Standards: Collect and organize information using a picture graph. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to- one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T- charts and tallies. 6-3: Interpret Data Student's Edition eText: Grade 1 Lesson 6-3 Interactive Student Edition: Grade 1 Lesson 6-3 Student's Edition ACTIVe-book: Grade 1 Lesson 6-3 Math Anytime Interpret Data: Review Topic 6: Today's Challenge Develop: Problem-Based Learning Interpret Data: Solve & Share Curriculum Standards: Interpret organized data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Develop: Visual Learning Interpret Data: Visual Learning Curriculum Standards: Interpret organized data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Interpret Data: Do You Understand? Curriculum Standards: Interpret organized data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Interpret Data: Practice Curriculum Standards: Interpret organized data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Assess & Differentiate 6-3: Homework & Practice Curriculum Standards: Interpret organized data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. 6-3: Homework & Practice Curriculum Standards: Interpret organized data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Interpret Data: Quick Check Curriculum Standards: Interpret organized data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. 6-3: Reteach to Build Understanding Worksheet Curriculum Standards: Interpret organized data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. 6-3: Enrichment Worksheet 6-3: Center Games Curriculum Standards: Interpret organized data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Digital Math Tool Activities Interpret Data: Another Look Curriculum Standards: Interpret organized data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. 6-4: Continue to Interpret Data Student's Edition eText: Grade 1 Lesson 6-4 Interactive Student Edition: Grade 1 Lesson 6-4 Student's Edition ACTIVe-book: Grade 1 Lesson 6-4 Math Anytime Continue to Interpret Data: Review Topic 6: Today's Challenge Develop: Problem-Based Learning Continue to Interpret Data: Solve & Share Curriculum Standards: Use a picture graph to interpret data. 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). 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). Organize, represent, 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. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Develop: Visual Learning Continue to Interpret Data: Visual Learning Curriculum Standards: Use a picture graph to interpret data. 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). 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). Organize, represent, 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. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Continue to Interpret Data: Do You Understand? Curriculum Standards: Use a picture graph to interpret data. 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). 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). Organize, represent, 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. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Continue to Interpret Data: Practice Curriculum Standards: Use a picture graph to interpret data. 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). 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). Organize, represent, 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. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Assess & Differentiate 6-4: Homework & Practice Curriculum Standards: Use a picture graph to interpret data. 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). 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). Organize, represent, 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. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. 6-4: Homework & Practice Curriculum Standards: Use a picture graph to interpret data. 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). 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). Organize, represent, 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. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Continue to Interpret Data: Quick Check Curriculum Standards: Use a picture graph to interpret data. 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). 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). Organize, represent, 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. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. 6-4: Reteach to Build Understanding Worksheet Curriculum Standards: Use a picture graph to interpret data. 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). 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). Organize, represent, 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. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. 6-4: Enrichment Worksheet 6-4: Math and Science Activity Curriculum Standards: Use a picture graph to interpret data. 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). 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). Organize, represent, 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. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Digital Math Tool Activities Continue to Interpret Data: Another Look Curriculum Standards: Use a picture graph to interpret data. 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). 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). Organize, represent, 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. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. 6-5: Problem Solving: Persevere Student's Edition eText: Grade 1 Lesson 6-5 Interactive Student Edition: Grade 1 Lesson 6-5 Student's Edition ACTIVe-book: Grade 1 Lesson 6-5 Math Anytime Problem Solving: Persevere: Review Topic 6: Today's Challenge Develop: Problem-Based Learning Problem Solving: Persevere: Solve & Share Curriculum Standards: Use perseverance to solve problems about sets of data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to- one correspondence. Draw conclusions from picture and bar-type graphs. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Develop: Visual Learning Problem Solving: Persevere: Visual Learning Curriculum Standards: Use perseverance to solve problems about sets of data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to- one correspondence. Draw conclusions from picture and bar-type graphs. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Problem Solving: Persevere: Do You Understand? Curriculum Standards: Use perseverance to solve problems about sets of data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to- one correspondence. Draw conclusions from picture and bar-type graphs. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Problem Solving: Persevere: Practice Curriculum Standards: Use perseverance to solve problems about sets of data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to- one correspondence. Draw conclusions from picture and bar-type graphs. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Assess & Differentiate 6-5: Homework & Practice Curriculum Standards: Use perseverance to solve problems about sets of data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to- one correspondence. Draw conclusions from picture and bar-type graphs. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. 6-5: Homework & Practice Curriculum Standards: Use perseverance to solve problems about sets of data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to- one correspondence. Draw conclusions from picture and bar-type graphs. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Problem Solving: Persevere: Quick Check Curriculum Standards: Use perseverance to solve problems about sets of data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to- one correspondence. Draw conclusions from picture and bar-type graphs. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. 6-5: Reteach to Build Understanding Worksheet Curriculum Standards: Use perseverance to solve problems about sets of data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to- one correspondence. Draw conclusions from picture and bar-type graphs. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. 6-5: Enrichment Worksheet 6-5: Math and Science Activity Curriculum Standards: Use perseverance to solve problems about sets of data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to- one correspondence. Draw conclusions from picture and bar-type graphs. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Game: Fluency - Add and Subtract within 10 Problem Solving: Persevere: Another Look Curriculum Standards: Use perseverance to solve problems about sets of data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to- one correspondence. Draw conclusions from picture and bar-type graphs. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. End Topic Interactive Student Edition: End Topic 6 Fluency Practice Activity Vocabulary Review Reteaching Interactive Student Edition: Topic 6 Assessment Interactive Student Edition: Topic 6 Performance Assessment Problem Solving: Persevere: Visual Learning Curriculum Standards: Use perseverance to solve problems about sets of data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to- one correspondence. Draw conclusions from picture and bar-type graphs. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Organize Data into Three Categories: Visual Learning Curriculum Standards: Organize data into categories. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. 6-3: Center Games Continue to Interpret Data: Visual Learning Curriculum Standards: Use a picture graph to interpret data. 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). 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). Organize, represent, 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. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. 6-2: Reteach to Build Understanding Worksheet Curriculum Standards: Collect and organize information using a picture graph. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to- one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T- charts and tallies. 6-3: Reteach to Build Understanding Worksheet Curriculum Standards: Interpret organized data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Interpret Data: Visual Learning Curriculum Standards: Interpret organized data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Collect and Represent Data: Visual Learning Curriculum Standards: Collect and organize information using a picture graph. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to- one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T- charts and tallies. Continue to Interpret Data: Another Look Curriculum Standards: Use a picture graph to interpret data. 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). 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). Organize, represent, 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. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Topic 6 Online Assessment Curriculum Standards: Organize data into categories. Collect and organize information using a picture graph. Use perseverance to solve problems about sets of data. Use a picture graph to interpret data. Interpret organized data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Draw conclusions from picture and bar-type graphs. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Topic 7: Extend the Counting Sequence Topic 7: Animated Math Story: Tens of Ants Topic 7: Today's Challenge Begin Topic Interactive Student Edition: Begin Topic 7 Math and Science Project Review What You Know Vocabulary Cards 7-1: Count by 10s to 120 Student's Edition eText: Grade 1 Lesson 7-1 Interactive Student Edition: Grade 1 Lesson 7-1 Student's Edition ACTIVe-book: Grade 1 Lesson 7-1 Math Anytime Count by 10s to 120: Review Topic 7: Today's Challenge Develop: Problem-Based Learning Count by 10s to 120: Solve & Share Curriculum Standards: Count by 10s to 120. 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. 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). The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. 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. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Count by 10s to 120 starting at any number. Develop: Visual Learning Count by 10s to 120: Visual Learning Curriculum Standards: Count by 10s to 120. 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. 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). The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. 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. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Count by 10s to 120 starting at any number. Count by 10s to 120: Do You Understand? Curriculum Standards: Count by 10s to 120. 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. 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). The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. 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. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Count by 10s to 120 starting at any number. Count by 10s to 120: Practice Assess & Differentiate 7-1: Homework & Practice Curriculum Standards: Count by 10s to 120. 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. 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). The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. 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. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Count by 10s to 120 starting at any number. 7-1: Homework & Practice Curriculum Standards: Count by 10s to 120. 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. 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). The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. 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. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Count by 10s to 120 starting at any number. Count by 10s to 120: Quick Check Curriculum Standards: Count by 10s to 120. 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. 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). The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. 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. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Count by 10s to 120 starting at any number. 7-1: Reteach to Build Understanding Worksheet Curriculum Standards: Count by 10s to 120. 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. 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). The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. 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. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Count by 10s to 120 starting at any number. 7-1: Enrichment Worksheet 7-1: Center Games Curriculum Standards: Count by 10s to 120. 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. 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). The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. 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. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Count by 10s to 120 starting at any number. Game: Gobbling Globs - Tens and Ones Count by 10s to 120: Another Look Curriculum Standards: Count by 10s to 120. 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. 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). The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. 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. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Count by 10s to 120 starting at any number. 7-2: Count by 1s to 120 Student's Edition eText: Grade 1 Lesson 7-2 Interactive Student Edition: Grade 1 Lesson 7-2 Student's Edition ACTIVe-book: Grade 1 Lesson 7-2 Math Anytime Count by 1s to 120: Review Topic 7: Today's Challenge Develop: Problem-Based Learning Count by 1s to 120: Solve & Share Curriculum Standards: Count by 1s to 120. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Develop: Visual Learning Count by 1s to 120: Visual Learning Curriculum Standards: Count by 1s to 120. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 1s to 120: Do You Understand? Curriculum Standards: Count by 1s to 120. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 1s to 120: Practice Assess & Differentiate 7-2: Homework & Practice Curriculum Standards: Count by 1s to 120. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. 7-2: Homework & Practice Curriculum Standards: Count by 1s to 120. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 1s to 120: Quick Check Curriculum Standards: Count by 1s to 120. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. 7-2: Reteach to Build Understanding Worksheet Curriculum Standards: Count by 1s to 120. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. 7-2: Enrichment Worksheet 7-2: Center Games Curriculum Standards: Count by 1s to 120. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Digital Math Tool Activities Count by 1s to 120: Another Look Curriculum Standards: Count by 1s to 120. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. 7-3: Count on a Number Chart to 120 Student's Edition eText: Grade 1 Lesson 7-3 Interactive Student Edition: Grade 1 Lesson 7-3 Student's Edition ACTIVe-book: Grade 1 Lesson 7-3 Math Anytime Count on a Number Chart to 120: Review Topic 7: Today's Challenge Develop: Problem-Based Learning Count on a Number Chart to 120: Solve & Share Curriculum Standards: Count on a number chart to 120 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. The student, given an ordered set of ten objects and/or pictures, will indicate the ordinal position of each object, first through tenth. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 5s to 100 starting at any multiple of five. Develop: Visual Learning Count on a Number Chart to 120: Visual Learning Curriculum Standards: Count on a number chart to 120 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. The student, given an ordered set of ten objects and/or pictures, will indicate the ordinal position of each object, first through tenth. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 5s to 100 starting at any multiple of five. Count on a Number Chart to 120: Do You Understand? Curriculum Standards: Count on a number chart to 120 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. The student, given an ordered set of ten objects and/or pictures, will indicate the ordinal position of each object, first through tenth. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 5s to 100 starting at any multiple of five. Count on a Number Chart to 120: Practice Curriculum Standards: Count on a number chart to 120 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. The student, given an ordered set of ten objects and/or pictures, will indicate the ordinal position of each object, first through tenth. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 5s to 100 starting at any multiple of five. Assess & Differentiate 7-3: Homework & Practice Curriculum Standards: Count on a number chart to 120 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. The student, given an ordered set of ten objects and/or pictures, will indicate the ordinal position of each object, first through tenth. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 5s to 100 starting at any multiple of five. 7-3: Homework & Practice Curriculum Standards: Count on a number chart to 120 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. The student, given an ordered set of ten objects and/or pictures, will indicate the ordinal position of each object, first through tenth. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 5s to 100 starting at any multiple of five. Count on a Number Chart to 120: Quick Check Curriculum Standards: Count on a number chart to 120 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. The student, given an ordered set of ten objects and/or pictures, will indicate the ordinal position of each object, first through tenth. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 5s to 100 starting at any multiple of five. 7-3: Reteach to Build Understanding Worksheet Curriculum Standards: Count on a number chart to 120 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. The student, given an ordered set of ten objects and/or pictures, will indicate the ordinal position of each object, first through tenth. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 5s to 100 starting at any multiple of five. 7-3: Enrichment Worksheet 7-3: Problem-Solving Reading Activity Curriculum Standards: Count on a number chart to 120 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. The student, given an ordered set of ten objects and/or pictures, will indicate the ordinal position of each object, first through tenth. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 5s to 100 starting at any multiple of five. Digital Math Tool Activities Count on a Number Chart to 120: Another Look Curriculum Standards: Count on a number chart to 120 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. The student, given an ordered set of ten objects and/or pictures, will indicate the ordinal position of each object, first through tenth. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 5s to 100 starting at any multiple of five. 7-4: Count by 1s or 10s to 120 Student's Edition eText: Grade 1 Lesson 7-4 Interactive Student Edition: Grade 1 Lesson 7-4 Student's Edition ACTIVe-book: Grade 1 Lesson 7-4 Math Anytime Count by 1s or 10s to 120: Review Topic 7: Today's Challenge Develop: Problem-Based Learning Count by 1s or 10s to 120: Solve & Share Curriculum Standards: Find number patterns on a number chart. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. Develop: Visual Learning Count by 1s or 10s to 120: Visual Learning Curriculum Standards: Find number patterns on a number chart. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. Count by 1s or 10s to 120: Do You Understand? Curriculum Standards: Find number patterns on a number chart. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. Count by 1s or 10s to 120: Practice Curriculum Standards: Find number patterns on a number chart. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. Assess & Differentiate 7-4: Homework & Practice Curriculum Standards: Find number patterns on a number chart. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. 7-4: Homework & Practice Curriculum Standards: Find number patterns on a number chart. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. Count by 1s or 10s to 120: Quick Check Curriculum Standards: Find number patterns on a number chart. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. 7-4: Reteach to Build Understanding Worksheet Curriculum Standards: Find number patterns on a number chart. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. 7-4: Enrichment Worksheet 7-4: Math and Science Activity Curriculum Standards: Find number patterns on a number chart. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. Game: Gobbling Globs - Tens and Ones Count by 1s or 10s to 120: Another Look Curriculum Standards: Find number patterns on a number chart. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. 7-5: Count on an Open Number Line Student's Edition eText: Grade 1 Lesson 7-5 Interactive Student Edition: Grade 1 Lesson 7-5 Student's Edition ACTIVe-book: Grade 1 Lesson 7-5 Math Anytime Count on an Open Number Line: Review Topic 7: Today's Challenge Develop: Problem-Based Learning Count on an Open Number Line: Solve & Share Curriculum Standards: Count to 120 using an open number line. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. Develop: Visual Learning Count on an Open Number Line: Visual Learning Curriculum Standards: Count to 120 using an open number line. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. Count on an Open Number Line: Do You Understand? Curriculum Standards: Count to 120 using an open number line. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. Count on an Open Number Line: Practice Curriculum Standards: Count to 120 using an open number line. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. Assess & Differentiate 7-5: Homework & Practice Curriculum Standards: Count to 120 using an open number line. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. 7-5: Homework & Practice Curriculum Standards: Count to 120 using an open number line. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. Count on an Open Number Line: Quick Check Curriculum Standards: Count to 120 using an open number line. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. 7-5: Reteach to Build Understanding Worksheet Curriculum Standards: Count to 120 using an open number line. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. 7-5: Enrichment Worksheet 7-5: Center Games Curriculum Standards: Count to 120 using an open number line. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. Game: Gobbling Globs - Tens and Ones Count on an Open Number Line: Another Look Curriculum Standards: Count to 120 using an open number line. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. 7-6: Count and Write Numerals Student's Edition eText: Grade 1 Lesson 7-6 Interactive Student Edition: Grade 1 Lesson 7-6 Student's Edition ACTIVe-book: Grade 1 Lesson 7-6 Math Anytime Count and Write Numerals: Review Topic 7: Today's Challenge Develop: Problem-Based Learning Count and Write Numerals: Solve & Share Curriculum Standards: Write numerals to show how many objects are in a group. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 5s to 100 starting at any multiple of five. Understand two-digit numbers are composed of ten(s) and one(s). Count by 10s to 120 starting at any number. Develop: Visual Learning Count and Write Numerals: Visual Learning Curriculum Standards: Write numerals to show how many objects are in a group. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 5s to 100 starting at any multiple of five. Understand two-digit numbers are composed of ten(s) and one(s). Count by 10s to 120 starting at any number. Count and Write Numerals: Do You Understand? Curriculum Standards: Write numerals to show how many objects are in a group. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 5s to 100 starting at any multiple of five. Understand two-digit numbers are composed of ten(s) and one(s). Count by 10s to 120 starting at any number. Count and Write Numerals: Practice Curriculum Standards: Write numerals to show how many objects are in a group. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 5s to 100 starting at any multiple of five. Understand two-digit numbers are composed of ten(s) and one(s). Count by 10s to 120 starting at any number. Assess & Differentiate 7-6: Homework & Practice Curriculum Standards: Write numerals to show how many objects are in a group. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 5s to 100 starting at any multiple of five. Understand two-digit numbers are composed of ten(s) and one(s). Count by 10s to 120 starting at any number. 7-6: Homework & Practice Curriculum Standards: Write numerals to show how many objects are in a group. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 5s to 100 starting at any multiple of five. Understand two-digit numbers are composed of ten(s) and one(s). Count by 10s to 120 starting at any number. Count and Write Numerals: Quick Check Curriculum Standards: Write numerals to show how many objects are in a group. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 5s to 100 starting at any multiple of five. Understand two-digit numbers are composed of ten(s) and one(s). Count by 10s to 120 starting at any number. 7-6: Reteach to Build Understanding Worksheet Curriculum Standards: Write numerals to show how many objects are in a group. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 5s to 100 starting at any multiple of five. Understand two-digit numbers are composed of ten(s) and one(s). Count by 10s to 120 starting at any number. 7-6: Enrichment Worksheet 7-6: Math and Science Activity Curriculum Standards: Write numerals to show how many objects are in a group. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 5s to 100 starting at any multiple of five. Understand two-digit numbers are composed of ten(s) and one(s). Count by 10s to 120 starting at any number. Digital Math Tool Activities Count and Write Numerals: Another Look Curriculum Standards: Write numerals to show how many objects are in a group. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 5s to 100 starting at any multiple of five. Understand two-digit numbers are composed of ten(s) and one(s). Count by 10s to 120 starting at any number. 7-7: Problem Solving: Repeated Reasoning Student's Edition eText: Grade 1 Lesson 7-7 Interactive Student Edition: Grade 1 Lesson 7-7 Student's Edition ACTIVe-book: Grade 1 Lesson 7-7 Math Anytime Problem Solving: Repeated Reasoning: Review Topic 7: Today's Challenge Develop: Problem-Based Learning Problem Solving: Repeated Reasoning: Solve & Share Curriculum Standards: Find better and faster ways to solve problems. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. Develop: Visual Learning Problem Solving: Repeated Reasoning: Visual Learning Curriculum Standards: Find better and faster ways to solve problems. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. Problem Solving: Repeated Reasoning: Do You Understand? Curriculum Standards: Find better and faster ways to solve problems. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. Problem Solving: Repeated Reasoning: Practice Curriculum Standards: Find better and faster ways to solve problems. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. Assess & Differentiate 7-7: Homework & Practice Curriculum Standards: Find better and faster ways to solve problems. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. 7-7: Homework & Practice Curriculum Standards: Find better and faster ways to solve problems. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. Problem Solving: Repeated Reasoning: Quick Check Curriculum Standards: Find better and faster ways to solve problems. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. 7-7: Reteach to Build Understanding Worksheet Curriculum Standards: Find better and faster ways to solve problems. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. 7-7: Enrichment Worksheet 7-7: Problem-Solving Reading Activity Curriculum Standards: Find better and faster ways to solve problems. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. Game: Fluency - Add and Subtract within 10 Problem Solving: Repeated Reasoning: Another Look Curriculum Standards: Find better and faster ways to solve problems. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. End Topic Interactive Student Edition: End Topic 7 Fluency Practice Activity Vocabulary Review Reteaching Interactive Student Edition: Topic 7 Assessment Interactive Student Edition: Topic 7 Performance Assessment Problem Solving: Repeated Reasoning: Visual Learning Curriculum Standards: Find better and faster ways to solve problems. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. 9-2: Center Games Count by 1s or 10s to 120: Visual Learning Curriculum Standards: Find number patterns on a number chart. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. 7-1: Reteach to Build Understanding Worksheet Curriculum Standards: Count by 10s to 120. 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. 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). The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. 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. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Count by 10s to 120 starting at any number. Count by 10s to 120: Visual Learning Curriculum Standards: Count by 10s to 120. 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. 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). The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. 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. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Count by 10s to 120 starting at any number. Count on a Number Chart to 120: Visual Learning Curriculum Standards: Count on a number chart to 120 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. The student, given an ordered set of ten objects and/or pictures, will indicate the ordinal position of each object, first through tenth. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 5s to 100 starting at any multiple of five. Count on an Open Number Line: Visual Learning Curriculum Standards: Count to 120 using an open number line. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. Topic 7 Online Assessment Curriculum Standards: Find number patterns on a number chart. Count on a number chart to 120 Count by 10s to 120. Count to 120 using an open number line. Find better and faster ways to solve problems. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. The student, given an ordered set of ten objects and/or pictures, will indicate the ordinal position of each object, first through tenth. Count by 5s to 100 starting at any multiple of five. 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). The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. 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. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). 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. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. Topic 8: Understand Place Value Topic 8: Animated Math Story: Tens and Ones at the Diner Topic 8: Today's Challenge Begin Topic Interactive Student Edition: Begin Topic 8 Math and Science Project Review What You Know Vocabulary Cards 8-1: Make Numbers 11 to 19 Student's Edition eText: Grade 1 Lesson 8-1 Interactive Student Edition: Grade 1 Lesson 8-1 Student's Edition ACTIVe-book: Grade 1 Lesson 8-1 Math Anytime Make Numbers 11 to 19: Review Topic 8: Today's Challenge Develop: Problem-Based Learning Make Numbers 11 to 19: Solve & Share Curriculum Standards: Read and write numbers 11 to 19. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Develop: Visual Learning Make Numbers 11 to 19: Visual Learning Curriculum Standards: Read and write numbers 11 to 19. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Make Numbers 11 to 19: Do You Understand? Curriculum Standards: Read and write numbers 11 to 19. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Make Numbers 11 to 19: Practice Curriculum Standards: Read and write numbers 11 to 19. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Assess & Differentiate 8-1: Homework & Practice Curriculum Standards: Read and write numbers 11 to 19. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). 8-1: Homework & Practice Curriculum Standards: Read and write numbers 11 to 19. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Make Numbers 11 to 19: Quick Check Curriculum Standards: Read and write numbers 11 to 19. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). 8-1: Reteach to Build Understanding Worksheet Curriculum Standards: Read and write numbers 11 to 19. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). 8-1: Enrichment Worksheet 8-1: Center Games Curriculum Standards: Read and write numbers 11 to 19. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Digital Math Tool Activities Make Numbers 11 to 19: Another Look Curriculum Standards: Read and write numbers 11 to 19. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). 8-2: Numbers Made with Tens Student's Edition eText: Grade 1 Lesson 8-2 Interactive Student Edition: Grade 1 Lesson 8-2 Student's Edition ACTIVe-book: Grade 1 Lesson 8-2 Math Anytime Numbers Made with Tens: Review Topic 8: Today's Challenge Develop: Problem-Based Learning Numbers Made with Tens: Solve & Share Curriculum Standards: Show groups of 10 with connecting cubes. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) 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). The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. 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. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Develop: Visual Learning Numbers Made with Tens: Visual Learning Curriculum Standards: Show groups of 10 with connecting cubes. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) 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). The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. 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. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Numbers Made with Tens: Do You Understand? Curriculum Standards: Show groups of 10 with connecting cubes. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) 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). The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. 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. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Numbers Made with Tens: Practice Curriculum Standards: Show groups of 10 with connecting cubes. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) 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). The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. 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. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Assess & Differentiate 8-2: Homework & Practice Curriculum Standards: Show groups of 10 with connecting cubes. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) 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). The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. 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. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). 8-2: Homework & Practice Curriculum Standards: Show groups of 10 with connecting cubes. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) 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). The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. 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. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Numbers Made with Tens: Quick Check Curriculum Standards: Show groups of 10 with connecting cubes. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) 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). The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. 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. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). 8-2: Reteach to Build Understanding Worksheet Curriculum Standards: Show groups of 10 with connecting cubes. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) 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). The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. 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. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). 8-2: Enrichment Worksheet 8-2: Center Games Curriculum Standards: Show groups of 10 with connecting cubes. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) 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). The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. 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. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Game: Gobbling Globs - Tens and Ones Numbers Made with Tens: Another Look Curriculum Standards: Show groups of 10 with connecting cubes. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) 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). The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. 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. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). 8-3: Count with Groups of Tens and Leftovers Student's Edition eText: Grade 1 Lesson 8-3 Interactive Student Edition: Grade 1 Lesson 8-3 Student's Edition ACTIVe-book: Grade 1 Lesson 8-3 Math Anytime Count with Groups of Tens and Leftovers: Review Topic 8: Today's Challenge Develop: Problem-Based Learning Count with Groups of Tens and Leftovers: Solve & Share Curriculum Standards: Group tens to solve problems. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Develop: Visual Learning Count with Groups of Tens and Leftovers: Visual Learning Curriculum Standards: Group tens to solve problems. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Count with Groups of Tens and Leftovers: Do You Understand? Curriculum Standards: Group tens to solve problems. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Count with Groups of Tens and Leftovers: Practice Curriculum Standards: Group tens to solve problems. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Assess & Differentiate 8-3: Homework & Practice Curriculum Standards: Group tens to solve problems. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). 8-3: Homework & Practice Curriculum Standards: Group tens to solve problems. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Count with Groups of Tens and Leftovers: Quick Check Curriculum Standards: Group tens to solve problems. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). 8-3: Reteach to Build Understanding Worksheet Curriculum Standards: Group tens to solve problems. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). 8-3: Enrichment Worksheet 8-3: Math and Science Activity Curriculum Standards: Group tens to solve problems. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Digital Math Tool Activities Count with Groups of Tens and Leftovers: Another Look Curriculum Standards: Group tens to solve problems. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). 8-4: Tens and Ones Student's Edition eText: Grade 1 Lesson 8-4 Interactive Student Edition: Grade 1 Lesson 8-4 Student's Edition ACTIVe-book: Grade 1 Lesson 8-4 Math Anytime Tens and Ones: Review Topic 8: Today's Challenge Develop: Problem-Based Learning Tens and Ones: Solve & Share Curriculum Standards: Count tens and ones to find a two-digit number. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two- digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Develop: Visual Learning Tens and Ones: Visual Learning Curriculum Standards: Count tens and ones to find a two-digit number. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two- digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Tens and Ones: Do You Understand? Curriculum Standards: Count tens and ones to find a two-digit number. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two- digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Tens and Ones: Practice Assess & Differentiate 8-4: Homework & Practice Curriculum Standards: Count tens and ones to find a two-digit number. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two- digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). 8-4: Homework & Practice Curriculum Standards: Count tens and ones to find a two-digit number. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two- digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Tens and Ones: Quick Check Curriculum Standards: Count tens and ones to find a two-digit number. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two- digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). 8-4: Reteach to Build Understanding Worksheet Curriculum Standards: Count tens and ones to find a two-digit number. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two- digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). 8-4: Enrichment Worksheet 8-4: Problem-Solving Reading Activity Curriculum Standards: Count tens and ones to find a two-digit number. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two- digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Game: Gobbling Globs - Tens and Ones Tens and Ones: Another Look Curriculum Standards: Count tens and ones to find a two-digit number. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two- digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). 8-5: Continue with Tens and Ones Student's Edition eText: Grade 1 Lesson 8-5 Interactive Student Edition: Grade 1 Lesson 8-5 Student's Edition ACTIVe-book: Grade 1 Lesson 8-5 Math Anytime Continue with Tens and Ones: Review Topic 8: Today's Challenge Develop: Problem-Based Learning Continue with Tens and Ones: Solve & Share Curriculum Standards: Use drawings to solve problems with tens and ones. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand two-digit numbers are composed of ten(s) and one(s). Develop: Visual Learning Continue with Tens and Ones: Visual Learning Curriculum Standards: Use drawings to solve problems with tens and ones. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand two-digit numbers are composed of ten(s) and one(s). Continue with Tens and Ones: Do You Understand? Curriculum Standards: Use drawings to solve problems with tens and ones. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand two-digit numbers are composed of ten(s) and one(s). Continue with Tens and Ones: Practice Curriculum Standards: Use drawings to solve problems with tens and ones. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand two-digit numbers are composed of ten(s) and one(s). Assess & Differentiate 8-5: Homework & Practice Curriculum Standards: Use drawings to solve problems with tens and ones. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand two-digit numbers are composed of ten(s) and one(s). 8-5: Homework & Practice Curriculum Standards: Use drawings to solve problems with tens and ones. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand two-digit numbers are composed of ten(s) and one(s). Continue with Tens and Ones: Quick Check Curriculum Standards: Use drawings to solve problems with tens and ones. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand two-digit numbers are composed of ten(s) and one(s). 8-5: Reteach to Build Understanding Worksheet Curriculum Standards: Use drawings to solve problems with tens and ones. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand two-digit numbers are composed of ten(s) and one(s). 8-5: Enrichment Worksheet 8-5: Math and Science Activity Curriculum Standards: Use drawings to solve problems with tens and ones. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand two-digit numbers are composed of ten(s) and one(s). Game: Gobbling Globs - Tens and Ones Continue with Tens and Ones: Another Look Curriculum Standards: Use drawings to solve problems with tens and ones. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand two-digit numbers are composed of ten(s) and one(s). 8-6: Problem Solving: Look For & Use Structure Student's Edition eText: Grade 1 Lesson 8-6 Interactive Student Edition: Grade 1 Lesson 8-6 Student's Edition ACTIVe-book: Grade 1 Lesson 8-6 Math Anytime Problem Solving: Look For & Use Structure: Review Topic 8: Today's Challenge Develop: Problem-Based Learning Problem Solving: Look For & Use Structure: Solve & Share Curriculum Standards: Use tens and ones to make numbers in different ways. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Look for and make use of structure. Look for and make use of structure. Develop: Visual Learning Problem Solving: Look For & Use Structure: Visual Learning Curriculum Standards: Use tens and ones to make numbers in different ways. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Look for and make use of structure. Look for and make use of structure. Problem Solving: Look For & Use Structure: DYU? Curriculum Standards: Use tens and ones to make numbers in different ways. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Look for and make use of structure. Look for and make use of structure. Problem Solving: Look For & Use Structure: Practice Curriculum Standards: Use tens and ones to make numbers in different ways. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Look for and make use of structure. Look for and make use of structure. Assess & Differentiate 8-6: Homework & Practice Curriculum Standards: Use tens and ones to make numbers in different ways. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Look for and make use of structure. Look for and make use of structure. 8-6: Homework & Practice Curriculum Standards: Use tens and ones to make numbers in different ways. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Look for and make use of structure. Look for and make use of structure. Problem Solving: Look For & Use Structure: Quick Check Curriculum Standards: Use tens and ones to make numbers in different ways. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Look for and make use of structure. Look for and make use of structure. 8-6: Reteach to Build Understanding Worksheet Curriculum Standards: Use tens and ones to make numbers in different ways. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Look for and make use of structure. Look for and make use of structure. 8-6: Enrichment Worksheet 8-6: Problem-Solving Reading Activity Curriculum Standards: Use tens and ones to make numbers in different ways. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Look for and make use of structure. Look for and make use of structure. Game: Save the Word: Grade 1 Topics 1–8 Problem Solving: Look For & Use Structure: Another Look Curriculum Standards: Use tens and ones to make numbers in different ways. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Look for and make use of structure. Look for and make use of structure. End Topic Interactive Student Edition: End Topic 8 Fluency Practice Activity Vocabulary Review Reteaching Interactive Student Edition: Topic 8 Assessment Interactive Student Edition: Topic 8 Performance Assessment 8-1: Reteach to Build Understanding Worksheet Curriculum Standards: Read and write numbers 11 to 19. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). 9-5: Center Games Make Numbers 11 to 19: Visual Learning Curriculum Standards: Read and write numbers 11 to 19. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Numbers Made with Tens: Visual Learning Curriculum Standards: Show groups of 10 with connecting cubes. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) 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). The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. 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. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Count with Groups of Tens and Leftovers: Visual Learning Curriculum Standards: Group tens to solve problems. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Tens and Ones: Visual Learning Curriculum Standards: Count tens and ones to find a two-digit number. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two- digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Continue with Tens and Ones: Visual Learning Curriculum Standards: Use drawings to solve problems with tens and ones. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand two-digit numbers are composed of ten(s) and one(s). Problem Solving: Look For & Use Structure: Visual Learning Curriculum Standards: Use tens and ones to make numbers in different ways. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Look for and make use of structure. Look for and make use of structure. Numbers Made with Tens: Another Look Curriculum Standards: Show groups of 10 with connecting cubes. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) 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). The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. 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. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Topic 8 Online Assessment Curriculum Standards: Group tens to solve problems. Use drawings to solve problems with tens and ones. Read and write numbers 11 to 19. Show groups of 10 with connecting cubes. Count tens and ones to find a two-digit number. Use tens and ones to make numbers in different ways. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. Unitize by making a ten from a collection of ten ones. Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numerals and represent a number of objects with a written numeral. 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). 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. Look for and make use of structure. Look for and make use of structure. Organize Data into Three Categories: Visual Learning Curriculum Standards: Organize data into categories. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Game: Gobbling Globs - Tens and Ones A16: Counting by 10s to 100 Curriculum Standards: Show groups of 10 with connecting cubes. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) 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). The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. 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. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). B25: Thinking Addition to 12 to Subtract Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. B9: Making 6 and 7 Curriculum Standards: Solve word problems by drawing pictures and writing equations. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare- Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. B26: Doubles to 18 Curriculum Standards: Memorize doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with addition and subtraction within 10. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. B27: Using Doubles to Add Curriculum Standards: Use doubles facts to solve doubles-plus-2 facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. B31: Adding Three Numbers Curriculum Standards: Use different strategies to solve word problems with 3 addends. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. B35: Fact Families Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. B34: Relating Addition and Subtraction to 18 Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. B40: Using = and ? Curriculum Standards: Determine if addition and subtraction equations are true or false. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Apply understanding of the equal sign to determine if equations involving addition and subtraction are true. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. A19: Counting from any Number Curriculum Standards: Count by 1s to 120. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. A23: Counting with Tens and Ones Curriculum Standards: Use drawings to solve problems with tens and ones. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand two-digit numbers are composed of ten(s) and one(s). A24: Tens Curriculum Standards: Find better and faster ways to solve problems. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. A25: Tens and Ones Curriculum Standards: Use drawings to solve problems with tens and ones. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand two-digit numbers are composed of ten(s) and one(s). B4: Joining Stories Curriculum Standards: Use the same addends to write two different equations with the same sum. 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. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Apply the commutative and associative properties as strategies for solving addition problems. Use properties as strategies to add and subtract. D48: Tallying Results Curriculum Standards: Organize data into categories. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. D55: Reading and Making Pictographs Curriculum Standards: Interpret organized data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Add in Any Order: Visual Learning Curriculum Standards: Use the same addends to write two different equations with the same sum. 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. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Apply the commutative and associative properties as strategies for solving addition problems. Use properties as strategies to add and subtract. Problem Solving: Repeated Reasoning: Visual Learning Curriculum Standards: Find better and faster ways to solve problems. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. Numbers Made with Tens: Visual Learning Curriculum Standards: Show groups of 10 with connecting cubes. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) 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). The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. 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. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). A18: Making Numbers 11 to 20 Curriculum Standards: Read and write numbers 11 to 19. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Count with Groups of Tens and Leftovers: Visual Learning Curriculum Standards: Group tens to solve problems. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Continue with Tens and Ones: Visual Learning Curriculum Standards: Use drawings to solve problems with tens and ones. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand two-digit numbers are composed of ten(s) and one(s). Count by 1s to 120: Visual Learning Curriculum Standards: Count by 1s to 120. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Solve Word Problems with Facts to 10: Visual Learning Curriculum Standards: Solve word problems by drawing pictures and writing equations. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare- Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Doubles Plus 2: Visual Learning Curriculum Standards: Use doubles facts to solve doubles-plus-2 facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. Continue to Use Addition to Subtract: Visual Learning Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Interpret Data: Visual Learning Curriculum Standards: Interpret organized data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Count by 10s to 120: Visual Learning Curriculum Standards: Count by 10s to 120. 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. 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). The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. 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. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Count by 10s to 120 starting at any number. Make Numbers 11 to 19: Visual Learning Curriculum Standards: Read and write numbers 11 to 19. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Unitize by making a ten from a collection of ten ones. Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Count On to Add Using an Open Number Line: Visual Learning Curriculum Standards: Count on to add using an open number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. Doubles: Visual Learning Curriculum Standards: Memorize doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with addition and subtraction within 10. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. Use Addition to Subtract: Visual Learning Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. True or False Equations: Visual Learning Curriculum Standards: Determine if addition and subtraction equations are true or false. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Apply understanding of the equal sign to determine if equations involving addition and subtraction are true. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. Make True Equations: Visual Learning Curriculum Standards: Find the missing numbers in equations to make them true. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Problem Solving: Precision: Visual Learning Curriculum Standards: Use precision to determine the missing number or symbol in an equation. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will demonstrate an understanding of equality through the use of the equal symbol. Use counting and comparison skills to create and analyze bar graphs and tally charts. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Attend to precision. Attend to precision. Word Problems with Three Addends: Visual Learning Curriculum Standards: Use different strategies to solve word problems with 3 addends. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. Count on an Open Number Line: Visual Learning Curriculum Standards: Count to 120 using an open number line. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. B79: Count to Add on a Number Line Curriculum Standards: Count on to add using an open number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Counting on Using a number line Add within 100. Use addition and subtraction within 20 to solve problems. A89: Count on an Open Number Line Curriculum Standards: Count to 120 using an open number line. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. Topics 1–8: Online Cumulative/Benchmark Assessment Curriculum Standards: Count by 1s to 120. Solve word problems by drawing pictures and writing equations. Group tens to solve problems. Count on to add using an open number line. Use doubles facts to solve doubles-plus-2 facts. Read and write numbers 11 to 19. Use the same addends to write two different equations with the same sum. Determine if addition and subtraction equations are true or false. Organize data into categories. Memorize doubles facts. Use drawings to solve problems with tens and ones. Use precision to determine the missing number or symbol in an equation. Count to 120 using an open number line. Interpret organized data. Find better and faster ways to solve problems. Make sense of problems and persevere in solving them. Count by 10s to 120. Use addition facts to find subtraction facts. Use different strategies to solve word problems with 3 addends. Find the missing numbers in equations to make them true. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Add to/Take from- Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Counting on Using a number line Add within 100. 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). Decomposing a number leading to a ten Creating equivalent but simpler or known sums Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. Unitize by making a ten from a collection of ten ones. Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 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. Determine if equations involving addition and subtraction are true. Apply the commutative and associative properties as strategies for solving addition problems. Use properties as strategies to add and subtract. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). The student will demonstrate an understanding of equality through the use of the equal symbol. Determine if equations involving addition and subtraction are true. Apply understanding of the equal sign to determine if equations involving addition and subtraction are true. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Demonstrate fluency with addition and subtraction within 10. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. 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 = ?). Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 = ?; 3 + ? = 7; 5 = ? – 3. Attend to precision. Attend to precision. Count by 10s to 120 starting at any number. Draw conclusions from picture and bar-type graphs. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. 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). 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. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). Compose and decompose numbers up to 12 with an emphasis on making ten. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Using the relationship between addition and subtraction The relationship between addition and subtraction Demonstrate that subtraction can be solved as an unknown-addend problem. 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. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Topic 9: Compare Two-Digit Numbers Topic 9: Animated Math Story: The Store Needs More Topic 9: Today's Challenge Begin Topic Interactive Student Edition: Begin Topic 9 Math and Science Project Review What You Know Vocabulary Cards 9-1: 1 More, 1 Less; 10 More, 10 Less Student's Edition eText: Grade 1 Lesson 9-1 Interactive Student Edition: Grade 1 Lesson 9-1 Student's Edition ACTIVe-book: Grade 1 Lesson 9-1 Math Anytime 1 More, 1 Less; 10 More, 10 Less: Review Topic 9: Today's Challenge Develop: Problem-Based Learning 1 More, 1 Less; 10 More, 10 Less: Solve & Share Curriculum Standards: Find numbers that are more or less than a given number. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. 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. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers using the symbols >, = or <. Calculate 10 more or 10 less than a given number mentally without having to count. Develop: Visual Learning 1 More, 1 Less; 10 More, 10 Less: Visual Learning Curriculum Standards: Find numbers that are more or less than a given number. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. 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. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers using the symbols >, = or <. Calculate 10 more or 10 less than a given number mentally without having to count. 1 More, 1 Less; 10 More, 10 Less: Do You Understand? Curriculum Standards: Find numbers that are more or less than a given number. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. 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. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers using the symbols >, = or <. Calculate 10 more or 10 less than a given number mentally without having to count. 1 More, 1 Less; 10 More, 10 Less: Practice Assess & Differentiate 9-1: Homework & Practice Curriculum Standards: Find numbers that are more or less than a given number. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. 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. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers using the symbols >, = or <. Calculate 10 more or 10 less than a given number mentally without having to count. 9-1: Homework & Practice Curriculum Standards: Find numbers that are more or less than a given number. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. 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. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers using the symbols >, = or <. Calculate 10 more or 10 less than a given number mentally without having to count. 1 More, 1 Less; 10 More, 10 Less: Quick Check Curriculum Standards: Find numbers that are more or less than a given number. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. 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. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers using the symbols >, = or <. Calculate 10 more or 10 less than a given number mentally without having to count. 9-1: Reteach to Build Understanding Worksheet Curriculum Standards: Find numbers that are more or less than a given number. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. 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. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers using the symbols >, = or <. Calculate 10 more or 10 less than a given number mentally without having to count. 9-1: Enrichment Worksheet 9-1: Math and Science Activity Curriculum Standards: Find numbers that are more or less than a given number. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. 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. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers using the symbols >, = or <. Calculate 10 more or 10 less than a given number mentally without having to count. Game: Launch that Sheep - Add and Subtract 1, 2, 5, 10 1 More, 1 Less; 10 More, 10 Less: Another Look Curriculum Standards: Find numbers that are more or less than a given number. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. 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. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers using the symbols >, = or <. Calculate 10 more or 10 less than a given number mentally without having to count. 9-2: Make Numbers on a Hundred Chart Student's Edition eText: Grade 1 Lesson 9-2 Interactive Student Edition: Grade 1 Lesson 9-2 Student's Edition ACTIVe-book: Grade 1 Lesson 9-2 Math Anytime Make Numbers on a Hundred Chart: Review Topic 9: Today's Challenge Develop: Problem-Based Learning Make Numbers on a Hundred Chart: Solve & Share Curriculum Standards: Use a hundred chart to find 1 more, 1 less, and 10 more, 10 less. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. 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. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. 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. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real- world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. Develop: Visual Learning Make Numbers on a Hundred Chart: Visual Learning Curriculum Standards: Use a hundred chart to find 1 more, 1 less, and 10 more, 10 less. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. 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. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. 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. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real- world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. Make Numbers on a Hundred Chart: Do You Understand? Curriculum Standards: Use a hundred chart to find 1 more, 1 less, and 10 more, 10 less. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. 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. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. 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. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real- world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. Make Numbers on a Hundred Chart: Practice Curriculum Standards: Use a hundred chart to find 1 more, 1 less, and 10 more, 10 less. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. 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. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. 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. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real- world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. Assess & Differentiate 9-2: Homework & Practice Curriculum Standards: Use a hundred chart to find 1 more, 1 less, and 10 more, 10 less. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. 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. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. 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. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real- world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. 9-2: Homework & Practice Curriculum Standards: Use a hundred chart to find 1 more, 1 less, and 10 more, 10 less. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. 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. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. 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. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real- world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. Make Numbers on a Hundred Chart: Quick Check Curriculum Standards: Use a hundred chart to find 1 more, 1 less, and 10 more, 10 less. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. 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. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. 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. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real- world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. 9-2: Reteach to Build Understanding Worksheet Curriculum Standards: Use a hundred chart to find 1 more, 1 less, and 10 more, 10 less. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. 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. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. 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. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real- world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. 9-2: Enrichment Worksheet 9-2: Center Games Curriculum Standards: Use a hundred chart to find 1 more, 1 less, and 10 more, 10 less. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. 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. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. 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. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real- world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. Digital Math Tool Activities Make Numbers on a Hundred Chart: Another Look Curriculum Standards: Use a hundred chart to find 1 more, 1 less, and 10 more, 10 less. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. 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. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. 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. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real- world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. 9-3: Compare Numbers Student's Edition eText: Grade 1 Lesson 9-3 Interactive Student Edition: Grade 1 Lesson 9-3 Student's Edition ACTIVe-book: Grade 1 Lesson 9-3 Math Anytime Compare Numbers: Review Topic 9: Today's Challenge Develop: Problem-Based Learning Compare Numbers: Solve & Share Curriculum Standards: Use place-value blocks to compare 2 two-digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Develop: Visual Learning Compare Numbers: Visual Learning Curriculum Standards: Use place-value blocks to compare 2 two-digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Compare Numbers: Do You Understand? Curriculum Standards: Use place-value blocks to compare 2 two-digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Compare Numbers: Practice Curriculum Standards: Use place-value blocks to compare 2 two-digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Assess & Differentiate 9-3: Homework & Practice Curriculum Standards: Use place-value blocks to compare 2 two-digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. 9-3: Homework & Practice Curriculum Standards: Use place-value blocks to compare 2 two-digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Compare Numbers: Quick Check Curriculum Standards: Use place-value blocks to compare 2 two-digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. 9-3: Reteach to Build Understanding Worksheet Curriculum Standards: Use place-value blocks to compare 2 two-digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. 9-3: Enrichment Worksheet 9-3: Problem-Solving Reading Activity Curriculum Standards: Use place-value blocks to compare 2 two-digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Digital Math Tool Activities Compare Numbers: Another Look Curriculum Standards: Use place-value blocks to compare 2 two-digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. 9-4: Compare Numbers with Symbols (>, <, =) Student's Edition eText: Grade 1 Lesson 9-4 Interactive Student Edition: Grade 1 Lesson 9-4 Student's Edition ACTIVe-book: Grade 1 Lesson 9-4 Math Anytime Compare Numbers with Symbols (>, <, =): Review Topic 9: Today's Challenge Develop: Problem-Based Learning Compare Numbers with Symbols (>, <, =): Solve & Share Curriculum Standards: Compare two numbers using a greater than, a less than, or an equal to sign. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Develop: Visual Learning Compare Numbers with Symbols (>, <, =): Visual Learning Curriculum Standards: Compare two numbers using a greater than, a less than, or an equal to sign. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Compare Numbers with Symbols (>, <, =): Do You Understand? Curriculum Standards: Compare two numbers using a greater than, a less than, or an equal to sign. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Compare Numbers with Symbols (>, <, =): Practice Curriculum Standards: Compare two numbers using a greater than, a less than, or an equal to sign. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Assess & Differentiate 9-4: Homework & Practice Curriculum Standards: Compare two numbers using a greater than, a less than, or an equal to sign. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. 9-4: Homework & Practice Curriculum Standards: Compare two numbers using a greater than, a less than, or an equal to sign. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Compare Numbers with Symbols (>, <, =): Quick Check Curriculum Standards: Compare two numbers using a greater than, a less than, or an equal to sign. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. 9-4: Reteach to Build Understanding Worksheet Curriculum Standards: Compare two numbers using a greater than, a less than, or an equal to sign. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. 9-4: Enrichment Worksheet 9-4: Problem-Solving Reading Activity Curriculum Standards: Compare two numbers using a greater than, a less than, or an equal to sign. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Digital Math Tool Activities Compare Numbers with Symbols (>, <, =): Another Look Curriculum Standards: Compare two numbers using a greater than, a less than, or an equal to sign. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. 9-5: Compare Numbers on a Number Line Student's Edition eText: Grade 1 Lesson 9-5 Interactive Student Edition: Grade 1 Lesson 9-5 Student's Edition ACTIVe-book: Grade 1 Lesson 9-5 Math Anytime Compare Numbers on a Number Line: Review Topic 9: Today's Challenge Develop: Problem-Based Learning Compare Numbers on a Number Line: Solve & Share Curriculum Standards: Compare and write two-digit numbers that are greater than or less than other two-digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. 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. Compare and order whole numbers from 0 to 100. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Develop: Visual Learning Compare Numbers on a Number Line: Visual Learning Curriculum Standards: Compare and write two-digit numbers that are greater than or less than other two-digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. 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. Compare and order whole numbers from 0 to 100. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Compare Numbers on a Number Line: Do You Understand? Curriculum Standards: Compare and write two-digit numbers that are greater than or less than other two-digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. 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. Compare and order whole numbers from 0 to 100. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Compare Numbers on a Number Line: Practice Curriculum Standards: Compare and write two-digit numbers that are greater than or less than other two-digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. 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. Compare and order whole numbers from 0 to 100. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Assess & Differentiate 9-5: Homework & Practice Curriculum Standards: Compare and write two-digit numbers that are greater than or less than other two-digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. 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. Compare and order whole numbers from 0 to 100. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. 9-5: Homework & Practice Curriculum Standards: Compare and write two-digit numbers that are greater than or less than other two-digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. 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. Compare and order whole numbers from 0 to 100. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Compare Numbers on a Number Line: Quick Check Curriculum Standards: Compare and write two-digit numbers that are greater than or less than other two-digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. 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. Compare and order whole numbers from 0 to 100. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. 9-5: Reteach to Build Understanding Worksheet Curriculum Standards: Compare and write two-digit numbers that are greater than or less than other two-digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. 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. Compare and order whole numbers from 0 to 100. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. 9-5: Enrichment Worksheet 9-5: Center Games Curriculum Standards: Compare and write two-digit numbers that are greater than or less than other two-digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. 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. Compare and order whole numbers from 0 to 100. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Game: Launch that Sheep - Add and Subtract 1, 2, 5, 10 Compare Numbers on a Number Line: Another Look Curriculum Standards: Compare and write two-digit numbers that are greater than or less than other two-digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. 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. Compare and order whole numbers from 0 to 100. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. 9-6: Problem Solving: Make Sense & Persevere Student's Edition eText: Grade 1 Lesson 9-6 Interactive Student Edition: Grade 1 Lesson 9-6 Student's Edition ACTIVe-book: Grade 1 Lesson 9-6 Math Anytime Problem Solving: Make Sense & Persevere: Review Topic 9: Today's Challenge Develop: Problem-Based Learning Problem Solving: Make Sense & Persevere: Solve & Share Curriculum Standards: Make sense of a problem and find the best way to solve it. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. The student will sort and classify concrete objects according to one or two attributes. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Develop: Visual Learning Problem Solving: Make Sense & Persevere: Visual Learning Curriculum Standards: Make sense of a problem and find the best way to solve it. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. The student will sort and classify concrete objects according to one or two attributes. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Problem Solving: Make Sense & Persevere: DYU? Curriculum Standards: Make sense of a problem and find the best way to solve it. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. The student will sort and classify concrete objects according to one or two attributes. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Problem Solving: Make Sense & Persevere: Practice Curriculum Standards: Make sense of a problem and find the best way to solve it. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. The student will sort and classify concrete objects according to one or two attributes. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Assess & Differentiate 9-6: Homework & Practice Curriculum Standards: Make sense of a problem and find the best way to solve it. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. The student will sort and classify concrete objects according to one or two attributes. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. 9-6: Homework & Practice Curriculum Standards: Make sense of a problem and find the best way to solve it. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. The student will sort and classify concrete objects according to one or two attributes. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Problem Solving: Make Sense & Persevere: Quick Check Curriculum Standards: Make sense of a problem and find the best way to solve it. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. The student will sort and classify concrete objects according to one or two attributes. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. 9-6: Reteach to Build Understanding Worksheet Curriculum Standards: Make sense of a problem and find the best way to solve it. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. The student will sort and classify concrete objects according to one or two attributes. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. 9-6: Enrichment Worksheet 9-6: Math and Science Activity Curriculum Standards: Make sense of a problem and find the best way to solve it. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. The student will sort and classify concrete objects according to one or two attributes. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Game: Fluency - Add and Subtract within 10 Problem Solving: Make Sense & Persevere: Another Look Curriculum Standards: Make sense of a problem and find the best way to solve it. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. The student will sort and classify concrete objects according to one or two attributes. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. End Topic Interactive Student Edition: End Topic 9 Fluency Practice Activity Vocabulary Review Reteaching Interactive Student Edition: Topic 9 Assessment Interactive Student Edition: Topic 9 Performance Assessment Compare Numbers with Symbols (>, <, =): Visual Learning Curriculum Standards: Compare two numbers using a greater than, a less than, or an equal to sign. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Compare Numbers on a Number Line: Visual Learning Curriculum Standards: Compare and write two-digit numbers that are greater than or less than other two-digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. 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. Compare and order whole numbers from 0 to 100. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Problem Solving: Make Sense & Persevere: Visual Learning Curriculum Standards: Make sense of a problem and find the best way to solve it. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. The student will sort and classify concrete objects according to one or two attributes. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. 10-1: Center Games 1 More, 1 Less; 10 More, 10 Less: Visual Learning Curriculum Standards: Find numbers that are more or less than a given number. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. 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. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Compare two two-digit numbers using the symbols >, = or <. Calculate 10 more or 10 less than a given number mentally without having to count. Make Numbers on a Hundred Chart: Visual Learning Curriculum Standards: Use a hundred chart to find 1 more, 1 less, and 10 more, 10 less. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. 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. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. 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. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real- world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. Compare Numbers: Visual Learning Curriculum Standards: Use place-value blocks to compare 2 two-digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Topic 9 Online Assessment Curriculum Standards: Use a hundred chart to find 1 more, 1 less, and 10 more, 10 less. Construct viable arguments and critique the reasoning of others. Find numbers that are more or less than a given number. Compare two numbers using a greater than, a less than, or an equal to sign. Use place-value blocks to compare 2 two-digit numbers. Make sense of a problem and find the best way to solve it. Compare and write two-digit numbers that are greater than or less than other two-digit numbers. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. 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. 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. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. 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. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Compare two two- digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Find a number that is 10 more or 10 less than a given number up to 100. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. The student will sort and classify concrete objects according to one or two attributes. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Topic 10: Use Models and Strategies to Add with Tens and Ones Topic 10: Animated Math Story: Tens at the Hat Store Topic 10: Today's Challenge Begin Topic Interactive Student Edition: Begin Topic 10 Math and Science Project Review What You Know 10-1: Add Tens Using Models Student's Edition eText: Grade 1 Lesson 10-1 Interactive Student Edition: Grade 1 Lesson 10-1 Student's Edition ACTIVe-book: Grade 1 Lesson 10-1 Math Anytime Add Tens Using Models: Review Topic 10: Today's Challenge Develop: Problem-Based Learning Add Tens Using Models: Solve & Share Curriculum Standards: Add 2 multiples of 10. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Develop: Visual Learning Add Tens Using Models: Visual Learning Curriculum Standards: Add 2 multiples of 10. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Add Tens Using Models: Do You Understand? Curriculum Standards: Add 2 multiples of 10. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Add Tens Using Models: Practice Curriculum Standards: Add 2 multiples of 10. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Assess & Differentiate 10-1: Homework & Practice Curriculum Standards: Add 2 multiples of 10. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. 10-1: Homework & Practice Curriculum Standards: Add 2 multiples of 10. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Add Tens Using Models: Quick Check Curriculum Standards: Add 2 multiples of 10. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. 10-1: Reteach to Build Understanding Worksheet Curriculum Standards: Add 2 multiples of 10. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. 10-1: Enrichment Worksheet 10-1: Center Games Curriculum Standards: Add 2 multiples of 10. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Digital Math Tool Activities Add Tens Using Models: Another Look Curriculum Standards: Add 2 multiples of 10. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. 10-2: Mental Math: Ten More Than a Number Student's Edition eText: Grade 1 Lesson 10-2 Interactive Student Edition: Grade 1 Lesson 10-2 Student's Edition ACTIVe-book: Grade 1 Lesson 10-2 Math Anytime Mental Math: Ten More Than a Number: Review Topic 10: Today's Challenge Develop: Problem-Based Learning Mental Math: Ten More Than a Number: Solve & Share Curriculum Standards: Use mental math to add tens to two-digit numbers. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. Develop: Visual Learning Mental Math: Ten More Than a Number: Visual Learning Curriculum Standards: Use mental math to add tens to two-digit numbers. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. Mental Math: Ten More Than a Number: Do You Understand? Curriculum Standards: Use mental math to add tens to two-digit numbers. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. Mental Math: Ten More Than a Number: Practice Curriculum Standards: Use mental math to add tens to two-digit numbers. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. Assess & Differentiate 10-2: Homework & Practice Curriculum Standards: Use mental math to add tens to two-digit numbers. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. 10-2: Homework & Practice Curriculum Standards: Use mental math to add tens to two-digit numbers. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. Mental Math: Ten More Than a Number: Quick Check Curriculum Standards: Use mental math to add tens to two-digit numbers. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. 10-2: Reteach to Build Understanding Worksheet Curriculum Standards: Use mental math to add tens to two-digit numbers. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. 10-2: Enrichment Worksheet 10-2: Problem-Solving Reading Activity Curriculum Standards: Use mental math to add tens to two-digit numbers. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. Digital Math Tool Activities Mental Math: Ten More Than a Number: Another Look Curriculum Standards: Use mental math to add tens to two-digit numbers. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. 10-3: Add Tens and Ones Using a Hundred Chart Student's Edition eText: Grade 1 Lesson 10-3 Interactive Student Edition: Grade 1 Lesson 10-3 Student's Edition ACTIVe-book: Grade 1 Lesson 10-3 Math Anytime Add Tens and Ones Using a Hundred Chart: Review Topic 10: Today's Challenge Develop: Problem-Based Learning Add Tens and Ones Using a Hundred Chart: Solve & Share Curriculum Standards: Use a hundred chart to add tens and ones. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Develop: Visual Learning Add Tens and Ones Using a Hundred Chart: Visual Learning Curriculum Standards: Use a hundred chart to add tens and ones. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Add Tens and Ones Using a Hundred Chart: Do You Understand? Curriculum Standards: Use a hundred chart to add tens and ones. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Add Tens and Ones Using a Hundred Chart: Practice Curriculum Standards: Use a hundred chart to add tens and ones. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Assess & Differentiate 10-3: Homework & Practice Curriculum Standards: Use a hundred chart to add tens and ones. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. 10-3: Homework & Practice Curriculum Standards: Use a hundred chart to add tens and ones. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Add Tens and Ones Using a Hundred Chart: Quick Check Curriculum Standards: Use a hundred chart to add tens and ones. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. 10-3: Reteach to Build Understanding Worksheet Curriculum Standards: Use a hundred chart to add tens and ones. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. 10-3: Enrichment Worksheet 10-3: Math and Science Activity Curriculum Standards: Use a hundred chart to add tens and ones. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Digital Math Tool Activities Add Tens and Ones Using a Hundred Chart: Another Look Curriculum Standards: Use a hundred chart to add tens and ones. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. 10-4: Add Tens and Ones Using an Open Number Line Student's Edition eText: Grade 1 Lesson 10-4 Interactive Student Edition: Grade 1 Lesson 10-4 Student's Edition ACTIVe-book: Grade 1 Lesson 10-4 Math Anytime Add Tens and Ones Using an Open Number Line: Review Topic 10: Today's Challenge Develop: Problem-Based Learning Add Tens and Ones Using an Open Number Line: Solve & Share Curriculum Standards: Use a number line to solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Develop: Visual Learning Add Tens and Ones Using an Open Number Line: Visual Learning Curriculum Standards: Use a number line to solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Add Tens and Ones Using an Open Number Line: Do You Understand? Curriculum Standards: Use a number line to solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Add Tens and Ones Using an Open Number Line: Practice Curriculum Standards: Use a number line to solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Assess & Differentiate 10-4: Homework & Practice Curriculum Standards: Use a number line to solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. 10-4: Homework & Practice Curriculum Standards: Use a number line to solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Add Tens and Ones Using an Open Number Line: Quick Check Curriculum Standards: Use a number line to solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. 10-4: Reteach to Build Understanding Worksheet Curriculum Standards: Use a number line to solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. 10-4: Enrichment Worksheet 10-4: Problem-Solving Reading Activity Curriculum Standards: Use a number line to solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Digital Math Tool Activities Add Tens and Ones Using an Open Number Line: Another Look Curriculum Standards: Use a number line to solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. 10-5: Add Tens and Ones Using Models Student's Edition eText: Grade 1 Lesson 10-5 Interactive Student Edition: Grade 1 Lesson 10-5 Student's Edition ACTIVe-book: Grade 1 Lesson 10-5 Math Anytime Add Tens and Ones Using Models: Review Topic 10: Today's Challenge Develop: Problem-Based Learning Add Tens and Ones Using Models: Solve & Share Curriculum Standards: Solve addition problems by using blocks or drawings. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Develop: Visual Learning Add Tens and Ones Using Models: Visual Learning Curriculum Standards: Solve addition problems by using blocks or drawings. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Add Tens and Ones Using Models: Do You Understand? Curriculum Standards: Solve addition problems by using blocks or drawings. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Add Tens and Ones Using Models: Practice Curriculum Standards: Solve addition problems by using blocks or drawings. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Assess & Differentiate 10-5: Homework & Practice Curriculum Standards: Solve addition problems by using blocks or drawings. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. 10-5: Homework & Practice Curriculum Standards: Solve addition problems by using blocks or drawings. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Add Tens and Ones Using Models: Quick Check Curriculum Standards: Solve addition problems by using blocks or drawings. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. 10-5: Reteach to Build Understanding Worksheet Curriculum Standards: Solve addition problems by using blocks or drawings. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. 10-5: Enrichment Worksheet 10-5: Math and Science Activity Curriculum Standards: Solve addition problems by using blocks or drawings. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Game: Gobbling Globs - Tens and Ones Add Tens and Ones Using Models: Another Look Curriculum Standards: Solve addition problems by using blocks or drawings. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. 10-6: Make a Ten to Add Student's Edition eText: Grade 1 Lesson 10-6 Interactive Student Edition: Grade 1 Lesson 10-6 Student's Edition ACTIVe-book: Grade 1 Lesson 10-6 Math Anytime Make a Ten to Add: Review Topic 10: Today's Challenge Develop: Problem-Based Learning Make a Ten to Add: Solve & Share Curriculum Standards: Make a ten to help solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Develop: Visual Learning Make a Ten to Add: Visual Learning Curriculum Standards: Make a ten to help solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Make a Ten to Add: Do You Understand? Curriculum Standards: Make a ten to help solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Make a Ten to Add: Practice Curriculum Standards: Make a ten to help solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Assess & Differentiate 10-6: Homework & Practice Curriculum Standards: Make a ten to help solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. 10-6: Homework & Practice Curriculum Standards: Make a ten to help solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Make a Ten to Add: Quick Check Curriculum Standards: Make a ten to help solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. 10-6: Reteach to Build Understanding Worksheet Curriculum Standards: Make a ten to help solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. 10-6: Enrichment Worksheet 10-6: Center Games Curriculum Standards: Make a ten to help solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Digital Math Tool Activities Make a Ten to Add: Another Look Curriculum Standards: Make a ten to help solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. 10-7: Add Using Place Value Student's Edition eText: Grade 1 Lesson 10-7 Interactive Student Edition: Grade 1 Lesson 10-7 Student's Edition ACTIVe-book: Grade 1 Lesson 10-7 Math Anytime Add Using Place Value: Review Topic 10: Today's Challenge Develop: Problem-Based Learning Add Using Place Value: Solve & Share Curriculum Standards: Add 2 two-digit numbers. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. A two-digit number and a one- digit number A two-digit number and a multiple of 10 Add within 100. Develop: Visual Learning Add Using Place Value: Visual Learning Curriculum Standards: Add 2 two-digit numbers. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. A two-digit number and a one- digit number A two-digit number and a multiple of 10 Add within 100. Add Using Place Value: Do You Understand? Curriculum Standards: Add 2 two-digit numbers. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. A two-digit number and a one- digit number A two-digit number and a multiple of 10 Add within 100. Add Using Place Value: Practice Curriculum Standards: Add 2 two-digit numbers. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. A two-digit number and a one- digit number A two-digit number and a multiple of 10 Add within 100. Assess & Differentiate 10-7: Homework & Practice Curriculum Standards: Add 2 two-digit numbers. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. A two-digit number and a one- digit number A two-digit number and a multiple of 10 Add within 100. 10-7: Homework & Practice Curriculum Standards: Add 2 two-digit numbers. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. A two-digit number and a one- digit number A two-digit number and a multiple of 10 Add within 100. Add Using Place Value: Quick Check Curriculum Standards: Add 2 two-digit numbers. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. A two-digit number and a one- digit number A two-digit number and a multiple of 10 Add within 100. 10-7: Reteach to Build Understanding Worksheet Curriculum Standards: Add 2 two-digit numbers. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. A two-digit number and a one- digit number A two-digit number and a multiple of 10 Add within 100. 10-7: Enrichment Worksheet 10-7: Center Games Curriculum Standards: Add 2 two-digit numbers. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. A two-digit number and a one- digit number A two-digit number and a multiple of 10 Add within 100. Game: Gobbling Globs - Tens and Ones Add Using Place Value: Another Look Curriculum Standards: Add 2 two-digit numbers. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. A two-digit number and a one- digit number A two-digit number and a multiple of 10 Add within 100. 10-8: Practice Adding Using Strategies Student's Edition eText: Grade 1 Lesson 10-8 Interactive Student Edition: Grade 1 Lesson 10-8 Student's Edition ACTIVe-book: Grade 1 Lesson 10-8 Math Anytime Practice Adding Using Strategies: Review Topic 10: Today's Challenge Develop: Problem-Based Learning Practice Adding Using Strategies: Solve & Share Curriculum Standards: Solve addition problems using different strategies. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Add within 100. Calculate 10 more or 10 less than a given number mentally without having to count. Use properties as strategies to add and subtract. Develop: Visual Learning Practice Adding Using Strategies: Visual Learning Curriculum Standards: Solve addition problems using different strategies. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Add within 100. Calculate 10 more or 10 less than a given number mentally without having to count. Use properties as strategies to add and subtract. Practice Adding Using Strategies: Do You Understand? Curriculum Standards: Solve addition problems using different strategies. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Add within 100. Calculate 10 more or 10 less than a given number mentally without having to count. Use properties as strategies to add and subtract. Practice Adding Using Strategies: Practice Curriculum Standards: Solve addition problems using different strategies. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Add within 100. Calculate 10 more or 10 less than a given number mentally without having to count. Use properties as strategies to add and subtract. Assess & Differentiate 10-8: Homework & Practice Curriculum Standards: Solve addition problems using different strategies. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Add within 100. Calculate 10 more or 10 less than a given number mentally without having to count. Use properties as strategies to add and subtract. 10-8: Homework & Practice Curriculum Standards: Solve addition problems using different strategies. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Add within 100. Calculate 10 more or 10 less than a given number mentally without having to count. Use properties as strategies to add and subtract. Practice Adding Using Strategies: Quick Check Curriculum Standards: Solve addition problems using different strategies. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Add within 100. Calculate 10 more or 10 less than a given number mentally without having to count. Use properties as strategies to add and subtract. 10-8: Reteach to Build Understanding Worksheet Curriculum Standards: Solve addition problems using different strategies. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Add within 100. Calculate 10 more or 10 less than a given number mentally without having to count. Use properties as strategies to add and subtract. 10-8: Enrichment Worksheet 10-8: Center Games Curriculum Standards: Solve addition problems using different strategies. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Add within 100. Calculate 10 more or 10 less than a given number mentally without having to count. Use properties as strategies to add and subtract. Game: Gobbling Globs - Tens and Ones Practice Adding Using Strategies: Another Look Curriculum Standards: Solve addition problems using different strategies. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Add within 100. Calculate 10 more or 10 less than a given number mentally without having to count. Use properties as strategies to add and subtract. 10-9: Problem Solving: Model with Math Student's Edition eText: Grade 1 Lesson 10-9 Interactive Student Edition: Grade 1 Lesson 10-9 Student's Edition ACTIVe-book: Grade 1 Lesson 10-9 Math Anytime Problem Solving: Model with Math: Review Topic 10: Today's Challenge Develop: Problem-Based Learning Problem Solving: Model with Math: Solve & Share Curriculum Standards: Model and solve problems by drawing a picture and writing an equation. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. Model with mathematics. Model with mathematics. Develop: Visual Learning Problem Solving: Model with Math: Visual Learning Curriculum Standards: Model and solve problems by drawing a picture and writing an equation. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. Model with mathematics. Model with mathematics. Problem Solving: Model with Math: Do You Understand? Curriculum Standards: Model and solve problems by drawing a picture and writing an equation. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. Model with mathematics. Model with mathematics. Problem Solving: Model with Math: Practice Curriculum Standards: Model and solve problems by drawing a picture and writing an equation. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. Model with mathematics. Model with mathematics. Assess & Differentiate 10-9: Homework & Practice Curriculum Standards: Model and solve problems by drawing a picture and writing an equation. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. Model with mathematics. Model with mathematics. 10-9: Homework & Practice Curriculum Standards: Model and solve problems by drawing a picture and writing an equation. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. Model with mathematics. Model with mathematics. Problem Solving: Model with Math: Quick Check Curriculum Standards: Model and solve problems by drawing a picture and writing an equation. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. Model with mathematics. Model with mathematics. 10-9: Reteach to Build Understanding Worksheet Curriculum Standards: Model and solve problems by drawing a picture and writing an equation. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. Model with mathematics. Model with mathematics. 10-9: Enrichment Worksheet 10-9: Center Games Curriculum Standards: Model and solve problems by drawing a picture and writing an equation. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. Model with mathematics. Model with mathematics. Game: Save the Word: Grade 1 Topics 1–8 Problem Solving: Model with Math: Another Look Curriculum Standards: Model and solve problems by drawing a picture and writing an equation. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. Model with mathematics. Model with mathematics. End Topic Interactive Student Edition: End Topic 10 Fluency Practice Activity Vocabulary Review Reteaching Interactive Student Edition: Topic 10 Assessment Interactive Student Edition: Topic 10 Performance Assessment Game: AddIt - 2-Digit Numbers Make a Ten to Add: Visual Learning Curriculum Standards: Make a ten to help solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Add Using Place Value: Visual Learning Curriculum Standards: Add 2 two-digit numbers. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. A two-digit number and a one- digit number A two-digit number and a multiple of 10 Add within 100. Practice Adding Using Strategies: Visual Learning Curriculum Standards: Solve addition problems using different strategies. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Add within 100. Calculate 10 more or 10 less than a given number mentally without having to count. Use properties as strategies to add and subtract. Problem Solving: Model with Math: Visual Learning Curriculum Standards: Model and solve problems by drawing a picture and writing an equation. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. Model with mathematics. Model with mathematics. Add Tens Using Models: Visual Learning Curriculum Standards: Add 2 multiples of 10. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Mental Math: Ten More Than a Number: Visual Learning Curriculum Standards: Use mental math to add tens to two-digit numbers. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. Add Tens and Ones Using a Hundred Chart: Visual Learning Curriculum Standards: Use a hundred chart to add tens and ones. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Add Tens and Ones Using an Open Number Line: Visual Learning Curriculum Standards: Use a number line to solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Add Tens and Ones Using Models: Visual Learning Curriculum Standards: Solve addition problems by using blocks or drawings. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Topic 10 Online Assessment Curriculum Standards: Model and solve problems by drawing a picture and writing an equation. Add 2 two-digit numbers. Construct viable arguments and critique the reasoning of others. Model with mathematics. Solve addition problems by using blocks or drawings. Use appropriate tools strategically. Make a ten to help solve addition problems. Use a hundred chart to add tens and ones. Use a number line to solve addition problems. Add 2 multiples of 10. Use mental math to add tens to two-digit numbers. Solve addition problems using different strategies. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. Model with mathematics. Model with mathematics. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Find a number that is 10 more or 10 less than a given number. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. Use appropriate tools strategically. Use appropriate tools strategically. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. Use properties as strategies to add and subtract. Topic 11: Use Models and Strategies to Subtract Tens Topic 11: Animated Math Story: Tens at the Shoe Store Topic 11: Today's Challenge Begin Topic Interactive Student Edition: Begin Topic 11 Math and Science Project Review What You Know 11-1: Subtract Tens Using Models Student's Edition eText: Grade 1 Lesson 11-1 Interactive Student Edition: Grade 1 Lesson 11-1 Student's Edition ACTIVe-book: Grade 1 Lesson 11-1 Math Anytime Subtract Tens Using Models: Review Topic 11: Today's Challenge Develop: Problem-Based Learning Subtract Tens Using Models: Solve & Share Curriculum Standards: Use models to subtract tens. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Develop: Visual Learning Subtract Tens Using Models: Visual Learning Curriculum Standards: Use models to subtract tens. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Subtract Tens Using Models: Do You Understand? Curriculum Standards: Use models to subtract tens. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Subtract Tens Using Models: Practice Curriculum Standards: Use models to subtract tens. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Assess & Differentiate 11-1: Homework & Practice Curriculum Standards: Use models to subtract tens. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. 11-1: Homework & Practice Curriculum Standards: Use models to subtract tens. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Subtract Tens Using Models: Quick Check Curriculum Standards: Use models to subtract tens. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. 11-1: Reteach to Build Understanding Worksheet Curriculum Standards: Use models to subtract tens. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. 11-1: Enrichment Worksheet 11-1: Center Games Curriculum Standards: Use models to subtract tens. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Digital Math Tool Activities Subtract Tens Using Models: Another Look Curriculum Standards: Use models to subtract tens. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. 11-2: Subtract Tens Using a Hundred Chart Student's Edition eText: Grade 1 Lesson 11-2 Interactive Student Edition: Grade 1 Lesson 11-2 Student's Edition ACTIVe-book: Grade 1 Lesson 11-2 Math Anytime Subtract Tens Using a Hundred Chart: Review Topic 11: Today's Challenge Develop: Problem-Based Learning Subtract Tens Using a Hundred Chart: Solve & Share Curriculum Standards: Use a hundred chart to subtract a multiple of 10 from another multiple of 10. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Develop: Visual Learning Subtract Tens Using a Hundred Chart: Visual Learning Curriculum Standards: Use a hundred chart to subtract a multiple of 10 from another multiple of 10. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Subtract Tens Using a Hundred Chart: Do You Understand? Curriculum Standards: Use a hundred chart to subtract a multiple of 10 from another multiple of 10. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Subtract Tens Using a Hundred Chart: Practice Curriculum Standards: Use a hundred chart to subtract a multiple of 10 from another multiple of 10. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Assess & Differentiate 11-2: Homework & Practice Curriculum Standards: Use a hundred chart to subtract a multiple of 10 from another multiple of 10. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. 11-2: Homework & Practice Curriculum Standards: Use a hundred chart to subtract a multiple of 10 from another multiple of 10. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Subtract Tens Using a Hundred Chart: Quick Check Curriculum Standards: Use a hundred chart to subtract a multiple of 10 from another multiple of 10. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. 11-2: Reteach to Build Understanding Worksheet Curriculum Standards: Use a hundred chart to subtract a multiple of 10 from another multiple of 10. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. 11-2: Enrichment Worksheet 11-2: Center Games Curriculum Standards: Use a hundred chart to subtract a multiple of 10 from another multiple of 10. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Digital Math Tool Activities Subtract Tens Using a Hundred Chart: Another Look Curriculum Standards: Use a hundred chart to subtract a multiple of 10 from another multiple of 10. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. 11-3: Subtract Tens Using an Open Number Line Student's Edition eText: Grade 1 Lesson 11-3 Interactive Student Edition: Grade 1 Lesson 11-3 Student's Edition ACTIVe-book: Grade 1 Lesson 11-3 Math Anytime Subtract Tens Using an Open Number Line: Review Topic 11: Today's Challenge Develop: Problem-Based Learning Subtract Tens Using an Open Number Line: Solve & Share Curriculum Standards: Use an open number line to solve subtraction problems. Given a two- digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Develop: Visual Learning Subtract Tens Using an Open Number Line: Visual Learning Curriculum Standards: Use an open number line to solve subtraction problems. Given a two- digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Subtract Tens Using an Open Number Line: Do You Understand? Curriculum Standards: Use an open number line to solve subtraction problems. Given a two- digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Subtract Tens Using an Open Number Line: Practice Curriculum Standards: Use an open number line to solve subtraction problems. Given a two- digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Assess & Differentiate 11-3: Homework & Practice Curriculum Standards: Use an open number line to solve subtraction problems. Given a two- digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. 11-3: Homework & Practice Curriculum Standards: Use an open number line to solve subtraction problems. Given a two- digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Subtract Tens Using an Open Number Line: Quick Check Curriculum Standards: Use an open number line to solve subtraction problems. Given a two- digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. 11-3: Reteach to Build Understanding Worksheet Curriculum Standards: Use an open number line to solve subtraction problems. Given a two- digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. 11-3: Enrichment Worksheet 11-3: Math and Science Activity Curriculum Standards: Use an open number line to solve subtraction problems. Given a two- digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Game: Amazing Savings 1 Subtract Tens Using an Open Number Line: Another Look Curriculum Standards: Use an open number line to solve subtraction problems. Given a two- digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. 11-4: Use Addition to Subtract Tens Student's Edition eText: Grade 1 Lesson 11-4 Interactive Student Edition: Grade 1 Lesson 11-4 Student's Edition ACTIVe-book: Grade 1 Lesson 11-4 Math Anytime Use Addition to Subtract Tens: Review Topic 11: Today's Challenge Develop: Problem-Based Learning Use Addition to Subtract Tens: Solve & Share Curriculum Standards: Use addition to subtract tens. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Develop: Visual Learning Use Addition to Subtract Tens: Visual Learning Curriculum Standards: Use addition to subtract tens. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Use Addition to Subtract Tens: Do You Understand? Curriculum Standards: Use addition to subtract tens. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Use Addition to Subtract Tens: Practice Curriculum Standards: Use addition to subtract tens. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Assess & Differentiate 11-4: Homework & Practice Curriculum Standards: Use addition to subtract tens. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Add or subtract a multiple of 10 from another two-digit number, and justify the solution. 11-4: Homework & Practice Curriculum Standards: Use addition to subtract tens. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Use Addition to Subtract Tens: Quick Check Curriculum Standards: Use addition to subtract tens. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Add or subtract a multiple of 10 from another two-digit number, and justify the solution. 11-4: Reteach to Build Understanding Worksheet Curriculum Standards: Use addition to subtract tens. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Add or subtract a multiple of 10 from another two-digit number, and justify the solution. 11-4: Enrichment Worksheet 11-4: Problem-Solving Reading Activity Curriculum Standards: Use addition to subtract tens. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Digital Math Tool Activities Use Addition to Subtract Tens: Another Look Curriculum Standards: Use addition to subtract tens. Subtract multiples of 10 in the range 10- 90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Add or subtract a multiple of 10 from another two-digit number, and justify the solution. 11-5: Mental Math: Ten Less Than a Number Student's Edition eText: Grade 1 Lesson 11-5 Interactive Student Edition: Grade 1 Lesson 11-5 Student's Edition ACTIVe-book: Grade 1 Lesson 11-5 Math Anytime Mental Math: Ten Less Than a Number: Review Topic 11: Today's Challenge Develop: Problem-Based Learning Mental Math: Ten Less Than a Number: Solve & Share Curriculum Standards: Use mental math to subtract ten from a two-digit number. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. Develop: Visual Learning Mental Math: Ten Less Than a Number: Visual Learning Curriculum Standards: Use mental math to subtract ten from a two-digit number. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. Mental Math: Ten Less Than a Number: Do You Understand? Curriculum Standards: Use mental math to subtract ten from a two-digit number. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. Mental Math: Ten Less Than a Number: Practice Curriculum Standards: Use mental math to subtract ten from a two-digit number. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. Assess & Differentiate 11-5: Homework & Practice Curriculum Standards: Use mental math to subtract ten from a two-digit number. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. 11-5: Homework & Practice Curriculum Standards: Use mental math to subtract ten from a two-digit number. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. Mental Math: Ten Less Than a Number: Quick Check Curriculum Standards: Use mental math to subtract ten from a two-digit number. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. 11-5: Reteach to Build Understanding Worksheet Curriculum Standards: Use mental math to subtract ten from a two-digit number. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. 11-5: Enrichment Worksheet 11-5: Math and Science Activity Curriculum Standards: Use mental math to subtract ten from a two-digit number. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. Digital Math Tool Activities Mental Math: Ten Less Than a Number: Another Look Curriculum Standards: Use mental math to subtract ten from a two-digit number. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. 11-6: Use Strategies to Practice Subtraction Student's Edition eText: Grade 1 Lesson 11-6 Interactive Student Edition: Grade 1 Lesson 11-6 Student's Edition ACTIVe-book: Grade 1 Lesson 11-6 Math Anytime Use Strategies to Practice Subtraction: Review Topic 11: Today's Challenge Develop: Problem-Based Learning Use Strategies to Practice Subtraction: Solve & Share Curriculum Standards: Use different strategies to subtract. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Develop: Visual Learning Use Strategies to Practice Subtraction: Visual Learning Curriculum Standards: Use different strategies to subtract. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Use Strategies to Practice Subtraction: Do You Understand? Curriculum Standards: Use different strategies to subtract. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Use Strategies to Practice Subtraction: Practice Curriculum Standards: Use different strategies to subtract. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Assess & Differentiate 11-6: Homework & Practice Curriculum Standards: Use different strategies to subtract. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. 11-6: Homework & Practice Curriculum Standards: Use different strategies to subtract. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Use Strategies to Practice Subtraction: Quick Check Curriculum Standards: Use different strategies to subtract. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. 11-6: Reteach to Build Understanding Worksheet Curriculum Standards: Use different strategies to subtract. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. 11-6: Enrichment Worksheet 11-6: Problem-Solving Reading Activity Curriculum Standards: Use different strategies to subtract. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Game: Launch that Sheep - Add and Subtract 1, 2, 5, 10 Use Strategies to Practice Subtraction: Another Look Curriculum Standards: Use different strategies to subtract. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. 11-7: Problem Solving: Model with Math Student's Edition eText: Grade 1 Lesson 11-7 Interactive Student Edition: Grade 1 Lesson 11-7 Student's Edition ACTIVe-book: Grade 1 Lesson 11-7 Math Anytime Problem Solving: Model with Math: Review Topic 11: Today's Challenge Develop: Problem-Based Learning Problem Solving: Model with Math: Solve & Share Curriculum Standards: Model thinking to solve problems. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Model with mathematics. Model with mathematics. Develop: Visual Learning Problem Solving: Model with Math: Visual Learning Curriculum Standards: Model thinking to solve problems. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Model with mathematics. Model with mathematics. Problem Solving: Model with Math: Do You Understand? Curriculum Standards: Model thinking to solve problems. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Model with mathematics. Model with mathematics. Problem Solving: Model with Math: Practice Curriculum Standards: Model thinking to solve problems. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Model with mathematics. Model with mathematics. Assess & Differentiate 11-7: Homework & Practice Curriculum Standards: Model thinking to solve problems. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Model with mathematics. Model with mathematics. 11-7: Homework & Practice Curriculum Standards: Model thinking to solve problems. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Model with mathematics. Model with mathematics. Problem Solving: Model with Math: Quick Check Curriculum Standards: Model thinking to solve problems. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Model with mathematics. Model with mathematics. 11-7: Reteach to Build Understanding Worksheet Curriculum Standards: Model thinking to solve problems. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Model with mathematics. Model with mathematics. 11-7: Enrichment Worksheet 11-7: Center Games Curriculum Standards: Model thinking to solve problems. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Model with mathematics. Model with mathematics. Digital Math Tool Activities Problem Solving: Model with Math: Another Look Curriculum Standards: Model thinking to solve problems. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Model with mathematics. Model with mathematics. End Topic Interactive Student Edition: End Topic 11 Fluency Practice Activity Vocabulary Review Reteaching Interactive Student Edition: Topic 11 Assessment Interactive Student Edition: Topic 11 Performance Assessment Game: Robo Launch - 2-Digit Number Practice Problem Solving: Model with Math: Visual Learning Curriculum Standards: Model thinking to solve problems. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Model with mathematics. Model with mathematics. Subtract Tens Using Models: Visual Learning Curriculum Standards: Use models to subtract tens. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Subtract Tens Using a Hundred Chart: Visual Learning Curriculum Standards: Use a hundred chart to subtract a multiple of 10 from another multiple of 10. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Subtract Tens Using an Open Number Line: Visual Learning Curriculum Standards: Use an open number line to solve subtraction problems. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Use Addition to Subtract Tens: Visual Learning Curriculum Standards: Use addition to subtract tens. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. A two-digit number and a one- digit number A two-digit number and a multiple of 10 Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Mental Math: Ten Less Than a Number: Visual Learning Curriculum Standards: Use mental math to subtract ten from a two-digit number. Given a two- digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. Use Strategies to Practice Subtraction: Visual Learning Curriculum Standards: Use different strategies to subtract. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Number lines Strategies based on place value Properties of operations The relationship between addition and subtraction Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Topic 11 Online Assessment Curriculum Standards: Use models to subtract tens. Use a hundred chart to subtract a multiple of 10 from another multiple of 10. Use an open number line to solve subtraction problems. Model thinking to solve problems. Model with mathematics. Use addition to subtract tens. Use mental math to subtract ten from a two-digit number. Use different strategies to subtract. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Number lines The relationship between addition and subtraction Model with mathematics. Model with mathematics. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Find a number that is 10 more or 10 less than a given number up to 100. Topic 12: Measure Lengths Topic 12: Animated Math Story: Help Us Measure Topic 12: Today's Challenge Begin Topic Interactive Student Edition: Begin Topic 12 Math and Science Project Review What You Know Vocabulary Cards 12-1: Compare and Order by Length Student's Edition eText: Grade 1 Lesson 12-1 Interactive Student Edition: Grade 1 Lesson 12-1 Student's Edition ACTIVe-book: Grade 1 Lesson 12-1 Math Anytime Compare and Order by Length: Review Topic 12: Today's Challenge Develop: Problem-Based Learning Compare and Order by Length: Solve & Share Curriculum Standards: Order objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. Develop: Visual Learning Compare and Order by Length: Visual Learning Curriculum Standards: Order objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. Compare and Order by Length: Do You Understand? Curriculum Standards: Order objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. Compare and Order by Length: Practice Curriculum Standards: Order objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. Assess & Differentiate 12-1: Homework & Practice Curriculum Standards: Order objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. 12-1: Homework & Practice Curriculum Standards: Order objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. Compare and Order by Length: Quick Check Curriculum Standards: Order objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. 12-1: Reteach to Build Understanding Worksheet Curriculum Standards: Order objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. 12-1: Enrichment Worksheet 12-1: Math and Science Activity Curriculum Standards: Order objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. Game: Fluency - Add and Subtract within 10 Compare and Order by Length: Another Look Curriculum Standards: Order objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. 12-2: Indirect Measurement Student's Edition eText: Grade 1 Lesson 12-2 Interactive Student Edition: Grade 1 Lesson 12-2 Student's Edition ACTIVe-book: Grade 1 Lesson 12-2 Math Anytime Indirect Measurement: Review Topic 12: Today's Challenge Develop: Problem-Based Learning Indirect Measurement: Solve & Share Curriculum Standards: Indirectly compare objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. Develop: Visual Learning Indirect Measurement: Visual Learning Curriculum Standards: Indirectly compare objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. Indirect Measurement: Do You Understand? Curriculum Standards: Indirectly compare objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. Indirect Measurement: Practice Curriculum Standards: Indirectly compare objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. Assess & Differentiate 12-2: Homework & Practice Curriculum Standards: Indirectly compare objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. 12-2: Homework & Practice Curriculum Standards: Indirectly compare objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. Indirect Measurement: Quick Check Curriculum Standards: Indirectly compare objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. 12-2: Reteach to Build Understanding Worksheet Curriculum Standards: Indirectly compare objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. 12-2: Enrichment Worksheet 12-2: Problem-Solving Reading Activity Curriculum Standards: Indirectly compare objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. Game: Fluency - Add and Subtract within 10 Indirect Measurement: Another Look Curriculum Standards: Indirectly compare objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. 12-3: Use Units to Measure Length Student's Edition eText: Grade 1 Lesson 12-3 Interactive Student Edition: Grade 1 Lesson 12-3 Student's Edition ACTIVe-book: Grade 1 Lesson 12-3 Math Anytime Use Units to Measure Length: Review Topic 12: Today's Challenge Develop: Problem-Based Learning Use Units to Measure Length: Solve & Share Curriculum Standards: Use objects to measure length. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Measure the same object/distance with units of two different lengths and describe how and why the measurements differ. Describe a length to the nearest whole unit using a number and a unit. Express the length of an object as a whole number of non- standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Demonstrate the ability to measure length or distance using objects. Develop: Visual Learning Use Units to Measure Length: Visual Learning Curriculum Standards: Use objects to measure length. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Measure the same object/distance with units of two different lengths and describe how and why the measurements differ. Describe a length to the nearest whole unit using a number and a unit. Express the length of an object as a whole number of non- standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Demonstrate the ability to measure length or distance using objects. Use Units to Measure Length: Do You Understand? Curriculum Standards: Use objects to measure length. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Measure the same object/distance with units of two different lengths and describe how and why the measurements differ. Describe a length to the nearest whole unit using a number and a unit. Express the length of an object as a whole number of non- standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Demonstrate the ability to measure length or distance using objects. Use Units to Measure Length: Practice Curriculum Standards: Use objects to measure length. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Measure the same object/distance with units of two different lengths and describe how and why the measurements differ. Describe a length to the nearest whole unit using a number and a unit. Express the length of an object as a whole number of non- standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Demonstrate the ability to measure length or distance using objects. Assess & Differentiate 12-3: Homework & Practice Curriculum Standards: Use objects to measure length. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Measure the same object/distance with units of two different lengths and describe how and why the measurements differ. Describe a length to the nearest whole unit using a number and a unit. Express the length of an object as a whole number of non- standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Demonstrate the ability to measure length or distance using objects. 12-3: Homework & Practice Curriculum Standards: Use objects to measure length. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Measure the same object/distance with units of two different lengths and describe how and why the measurements differ. Describe a length to the nearest whole unit using a number and a unit. Express the length of an object as a whole number of non- standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Demonstrate the ability to measure length or distance using objects. Use Units to Measure Length: Quick Check Curriculum Standards: Use objects to measure length. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Measure the same object/distance with units of two different lengths and describe how and why the measurements differ. Describe a length to the nearest whole unit using a number and a unit. Express the length of an object as a whole number of non- standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Demonstrate the ability to measure length or distance using objects. 12-3: Reteach to Build Understanding Worksheet Curriculum Standards: Use objects to measure length. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Measure the same object/distance with units of two different lengths and describe how and why the measurements differ. Describe a length to the nearest whole unit using a number and a unit. Express the length of an object as a whole number of non- standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Demonstrate the ability to measure length or distance using objects. 12-3: Enrichment Worksheet 12-3: Math and Science Activity Curriculum Standards: Use objects to measure length. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Measure the same object/distance with units of two different lengths and describe how and why the measurements differ. Describe a length to the nearest whole unit using a number and a unit. Express the length of an object as a whole number of non- standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Demonstrate the ability to measure length or distance using objects. Digital Math Tool Activities Use Units to Measure Length: Another Look Curriculum Standards: Use objects to measure length. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Measure the same object/distance with units of two different lengths and describe how and why the measurements differ. Describe a length to the nearest whole unit using a number and a unit. Express the length of an object as a whole number of non- standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Demonstrate the ability to measure length or distance using objects. 12-4: Continue to Measure Length Student's Edition eText: Grade 1 Lesson 12-4 Interactive Student Edition: Grade 1 Lesson 12-4 Student's Edition ACTIVe-book: Grade 1 Lesson 12-4 Math Anytime Continue to Measure Length: Review Topic 12: Today's Challenge Develop: Problem-Based Learning Continue to Measure Length: Solve & Share Curriculum Standards: Use cubes and other units to compare lengths and heights of objects. Order three objects by length and compare the lengths of two objects indirectly by using a third object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Express the length of an object as a whole number of non-standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. Develop: Visual Learning Continue to Measure Length: Visual Learning Curriculum Standards: Use cubes and other units to compare lengths and heights of objects. Order three objects by length and compare the lengths of two objects indirectly by using a third object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Express the length of an object as a whole number of non-standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. Continue to Measure Length: Do You Understand? Curriculum Standards: Use cubes and other units to compare lengths and heights of objects. Order three objects by length and compare the lengths of two objects indirectly by using a third object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Express the length of an object as a whole number of non-standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. Continue to Measure Length: Practice Curriculum Standards: Use cubes and other units to compare lengths and heights of objects. Order three objects by length and compare the lengths of two objects indirectly by using a third object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Express the length of an object as a whole number of non-standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. Assess & Differentiate 12-4: Homework & Practice Curriculum Standards: Use cubes and other units to compare lengths and heights of objects. Order three objects by length and compare the lengths of two objects indirectly by using a third object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Express the length of an object as a whole number of non-standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. 12-4: Homework & Practice Curriculum Standards: Use cubes and other units to compare lengths and heights of objects. Order three objects by length and compare the lengths of two objects indirectly by using a third object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Express the length of an object as a whole number of non-standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. Continue to Measure Length: Quick Check Curriculum Standards: Use cubes and other units to compare lengths and heights of objects. Order three objects by length and compare the lengths of two objects indirectly by using a third object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Express the length of an object as a whole number of non-standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. 12-4: Reteach to Build Understanding Worksheet Curriculum Standards: Use cubes and other units to compare lengths and heights of objects. Order three objects by length and compare the lengths of two objects indirectly by using a third object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Express the length of an object as a whole number of non-standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. 12-4: Enrichment Worksheet 12-4: Center Games Curriculum Standards: Use cubes and other units to compare lengths and heights of objects. Order three objects by length and compare the lengths of two objects indirectly by using a third object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Express the length of an object as a whole number of non-standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. Digital Math Tool Activities Continue to Measure Length: Another Look Curriculum Standards: Use cubes and other units to compare lengths and heights of objects. Order three objects by length and compare the lengths of two objects indirectly by using a third object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Express the length of an object as a whole number of non-standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. 12-5: Problem Solving: Use Appropriate Tools Student's Edition eText: Grade 1 Lesson 12-5 Interactive Student Edition: Grade 1 Lesson 12-5 Student's Edition ACTIVe-book: Grade 1 Lesson 12-5 Math Anytime Problem Solving: Use Appropriate Tools: Review Topic 12: Today's Challenge Develop: Problem-Based Learning Problem Solving: Use Appropriate Tools: Solve & Share Curriculum Standards: Choose an appropriate tool and use it to measure a given object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Use appropriate tools strategically. Use appropriate tools strategically. Develop: Visual Learning Problem Solving: Use Appropriate Tools: Visual Learning Curriculum Standards: Choose an appropriate tool and use it to measure a given object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Use appropriate tools strategically. Use appropriate tools strategically. Problem Solving: Use Appropriate Tools: Do You Understand? Curriculum Standards: Choose an appropriate tool and use it to measure a given object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Use appropriate tools strategically. Use appropriate tools strategically. Problem Solving: Use Appropriate Tools: Practice Curriculum Standards: Choose an appropriate tool and use it to measure a given object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Use appropriate tools strategically. Use appropriate tools strategically. Assess & Differentiate 12-5: Homework & Practice Curriculum Standards: Choose an appropriate tool and use it to measure a given object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Use appropriate tools strategically. Use appropriate tools strategically. 12-5: Homework & Practice Curriculum Standards: Choose an appropriate tool and use it to measure a given object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Use appropriate tools strategically. Use appropriate tools strategically. Problem Solving: Use Appropriate Tools: Quick Check Curriculum Standards: Choose an appropriate tool and use it to measure a given object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Use appropriate tools strategically. Use appropriate tools strategically. 12-5: Reteach to Build Understanding Worksheet Curriculum Standards: Choose an appropriate tool and use it to measure a given object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Use appropriate tools strategically. Use appropriate tools strategically. 12-5: Enrichment Worksheet 12-5: Problem-Solving Reading Activity Curriculum Standards: Choose an appropriate tool and use it to measure a given object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Use appropriate tools strategically. Use appropriate tools strategically. Digital Math Tool Activities Problem Solving: Use Appropriate Tools: Another Look Curriculum Standards: Choose an appropriate tool and use it to measure a given object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Use appropriate tools strategically. Use appropriate tools strategically. End Topic Interactive Student Edition: End Topic 12 Fluency Practice Activity Vocabulary Review Reteaching Interactive Student Edition: Topic 12 Assessment Interactive Student Edition: Topic 12 Performance Assessment Use Units to Measure Length: Visual Learning Curriculum Standards: Use objects to measure length. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Measure the same object/distance with units of two different lengths and describe how and why the measurements differ. Describe a length to the nearest whole unit using a number and a unit. Express the length of an object as a whole number of non- standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Demonstrate the ability to measure length or distance using objects. Continue to Measure Length: Visual Learning Curriculum Standards: Use cubes and other units to compare lengths and heights of objects. Order three objects by length and compare the lengths of two objects indirectly by using a third object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Express the length of an object as a whole number of non-standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. Problem Solving: Use Appropriate Tools: Visual Learning Curriculum Standards: Choose an appropriate tool and use it to measure a given object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Use appropriate tools strategically. Use appropriate tools strategically. 12-4: Center Games Compare and Order by Length: Visual Learning Curriculum Standards: Order objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. Indirect Measurement: Visual Learning Curriculum Standards: Indirectly compare objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. Topic 12 Online Assessment Curriculum Standards: Order objects by length. Indirectly compare objects by length. Choose an appropriate tool and use it to measure a given object. Use objects to measure length. Use cubes and other units to compare lengths and heights of objects. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Use appropriate tools strategically. Use appropriate tools strategically. Measure the same object/distance with units of two different lengths and describe how and why the measurements differ. Express the length of an object as a whole number of non-standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Demonstrate the ability to measure length or distance using objects. Use Units to Measure Length: Visual Learning Curriculum Standards: Use objects to measure length. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Measure the same object/distance with units of two different lengths and describe how and why the measurements differ. Describe a length to the nearest whole unit using a number and a unit. Express the length of an object as a whole number of non- standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Demonstrate the ability to measure length or distance using objects. B25: Thinking Addition to 12 to Subtract Curriculum Standards: Think addition to subtract quickly and accurately. Add and subtract quickly and accurately using mental math strategies. Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. The student will recognize and use the relationships between addition and subtraction to solve single-step practical problems, with whole numbers to 20. The student will demonstrate fluency with addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Use the relationship between addition and subtraction to generate basic facts up to 20. Demonstrate fluency with basic addition facts and related subtraction facts up to 20. Generate real-world situations to represent number sentences and vice versa. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with addition and subtraction, within 20, using mental strategies. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Demonstrate fluency with addition and subtraction within 20. Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Problem Solving: Use Appropriate Tools: Visual Learning Curriculum Standards: Choose an appropriate tool and use it to measure a given object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Use appropriate tools strategically. Use appropriate tools strategically. Problem Solving: Critique Reasoning: Visual Learning Curriculum Standards: Critique the reasoning of others by using known information about addition and subtraction. 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). 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. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Continue to Use Addition to Subtract: Visual Learning Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Make True Equations: Visual Learning Curriculum Standards: Find the missing numbers in equations to make them true. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Solve Addition and Subtraction Word Problems: Visual Learning Curriculum Standards: Solve word problems involving comparisons. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. Interpret Data: Visual Learning Curriculum Standards: Interpret organized data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Count on an Open Number Line: Visual Learning Curriculum Standards: Count to 120 using an open number line. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. Problem Solving: Look For & Use Structure: Visual Learning Curriculum Standards: Use tens and ones to make numbers in different ways. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Look for and make use of structure. Look for and make use of structure. Compare Numbers: Visual Learning Curriculum Standards: Use place-value blocks to compare 2 two-digit numbers. Compare two two- digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Compare Numbers with Symbols (>, <, =): Visual Learning Curriculum Standards: Compare two numbers using a greater than, a less than, or an equal to sign. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Compare Numbers on a Number Line: Visual Learning Curriculum Standards: Compare and write two-digit numbers that are greater than or less than other two-digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. 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. Compare and order whole numbers from 0 to 100. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Add Tens Using Models: Visual Learning Curriculum Standards: Add 2 multiples of 10. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Mental Math: Ten More Than a Number: Visual Learning Curriculum Standards: Use mental math to add tens to two-digit numbers. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. Add Tens and Ones Using an Open Number Line: Visual Learning Curriculum Standards: Use a number line to solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Add Tens and Ones Using Models: Visual Learning Curriculum Standards: Solve addition problems by using blocks or drawings. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Subtract Tens Using a Hundred Chart: Visual Learning Curriculum Standards: Use a hundred chart to subtract a multiple of 10 from another multiple of 10. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Game: Gem Quest - Add and Subtract Tens and Ones Mental Math: Ten Less Than a Number: Visual Learning Curriculum Standards: Use mental math to subtract ten from a two-digit number. Given a two- digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. Problem Solving: Model with Math: Visual Learning Curriculum Standards: Model thinking to solve problems. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Model with mathematics. Model with mathematics. Compare and Order by Length: Visual Learning Curriculum Standards: Order objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. B40: Using = and ? Curriculum Standards: Determine if addition and subtraction equations are true or false. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Find the missing numbers in equations to make them true. 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 = ?). Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Apply understanding of the equal sign to determine if equations involving addition and subtraction are true. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. C1: Adding Tens Curriculum Standards: Add using place value and partial sums. Add numbers using partial sums. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Add 2 multiples of 10. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Add up to three two-digit numbers using strategies based on place value and properties of operations. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Add within 100. C12: Subtracting Tens Curriculum Standards: Use a hundred chart to subtract a multiple of 10 from another multiple of 10. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. C37: Add Two-Digit Numbers on an Open Number Line Curriculum Standards: Use an open number line to add tens and ones within 100. Choose and use any strategy to add two-digit numbers. Add up to subtract using an open number line. Add 3-digit numbers using mental math strategies. Use an open number line to add 3-digit numbers. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will count forward by twos, fives, and tens to 120, starting at various multiples of 2, 5, or 10. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones and sometimes it is necessary to compose or decompose tens or hundreds. Add up to four two-digit numbers using strategies based on place value and properties of operations. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use a number line to solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Use objects and number lines to represent number sentences. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Add up to three two-digit numbers using strategies based on place value and properties of operations. Concrete models or drawings Strategies based on place value Properties of operations A two-digit number and a one-digit number A two-digit number and a multiple of 10 Count within 1000 by 1s, 10s and 100s starting with any number. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Add up to four two-digit numbers. Use the relationship between addition and subtraction to solve problems. Read and write numbers to 1000 using number names, base-ten numerals and expanded form. Add or subtract within 1000, and justify the solution. Add or subtract mentally 10 or 100 to or from a given number within 1000. Add within 100. C43: Make 10 to Add 2-Digit Numbers Curriculum Standards: Solve addition problems by using blocks or drawings. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. D12: Unit Size and Measuring Curriculum Standards: Use objects to measure length. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Estimate measures and use a ruler to measure length and height to the nearest centimeter. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Explain the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest whole unit. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Measure the same object/distance with units of two different lengths and describe how and why the measurements differ. Describe a length to the nearest whole unit using a number and a unit. Measure the length of an object in standard units by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths in using standard units of inches, feet, yards, centimeters, and meters. Express the length of an object as a whole number of non-standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Measure the length of an object by selecting and using appropriate tools. Estimate lengths using units of inches, feet, yards, centimeters and meters. Demonstrate the ability to measure length or distance using objects. D45: Reading Picture Graphs Curriculum Standards: Draw picture graphs and use them to solve problems. Draw conclusions for graphs. Use graphs to compare and interpret data. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs (e.g., draw a bar graph in which each square in the bar graph might represent 5 pets). The student will read and interpret data represented in pictographs and bar graphs. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. The student will collect, organize, and represent data in pictographs and bar graphs. The student will read and interpret data represented in pictographs and bar graphs. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g. by using drawings and equations with a symbol for the unknown number to represent the problem). Interpret organized data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Collect, display and interpret data using frequency tables, bar graphs, picture graphs and number line plots having a variety of scales. Use appropriate titles, labels and units. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Summarize and construct a data set with multiple categories using a frequency table, line plot, pictograph, and/or bar graph with scaled intervals. Solve one- and two-step problems using categorical data represented with a frequency table, pictograph, or bar graph with scaled intervals. Explain that the length of a bar in a bar graph or the number of objects in a picture graph represents the number of data points for a given category. Organize a collection of data with up to four categories using pictographs and bar graphs with intervals of 1s, 2s, 5s or 10s. Write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one. Draw conclusions and make predictions from information in a graph. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one- to-one correspondence. Draw conclusions from picture and bar-type graphs. Represent and interpret scaled picture and bar graphs: Collect data by asking a question that yields data in up to four categories. Make a representation of data and interpret data in a frequency table, scaled picture graph, and/or scaled bar graph with axes provided. Solve one and two-step “how many more” and “how many less” problems using information from these graphs. Organize, represent, and interpret data with up to four categories. Draw a picture graph and a bar graph with a single-unit scale to represent a data set. Solve simple put-together, take-apart, and compare problems using information presented in a picture and a bar graph. One-Step problems: Add to/Take from-Start Unknown Compare-Bigger Unknown Compare- Smaller Unknown Two-Step problems involving single digits: Add to/Take from- Change Unknown Add to/Take from- Change Unknown Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Draw a picture graph or a bar graph to represent a data set with up to four categories. Solve problems using information presented in line plots, picture graphs and bar graphs. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Draw conclusions from line plots, picture graphs and bar graphs. Use multiplication and division within 100 to solve problems. Create frequency tables, scaled picture graphs and bar graphs to represent a data set with several categories. Solve one- and two-step problems using information presented in bar and/or picture graphs. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. D9: Comparing and Ordering by Length Curriculum Standards: Compare objects by length and height. 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. 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). Order objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. Use words to compare objects according to length, size, weight, position, and location. 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. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. Compare the measurable attributes of two objects. E19: Draw a Picture and Write a Number Sentence Curriculum Standards: Solve word problems involving comparisons. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. A16: Counting by 10s to 100 Curriculum Standards: Skip count by tens to 100. Count to 100 by ones and by tens. The student will count forward by tens to determine the total number of objects to 100. Show groups of 10 with connecting cubes. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) 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). The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Add 2 multiples of 10. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Find a number that is 10 more or 10 less than a given number. 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. Count, with and without objects, forward and backward to at least 20. 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 ?, ??, ???. Count aloud forward in sequence to 100 by 1’s and 10’s. Counting to 100 by ones. Counting to 100 by tens. Unitize by making a ten from a collection of ten ones. 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. A two-digit number and a one-digit number A two- digit number and a multiple of 10 Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Add within 100. Count to 100 by ones and tens. E34: Writing to Explain Curriculum Standards: Critique the reasoning of others by using known information about addition and subtraction. 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). 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. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. A25: Tens and Ones Curriculum Standards: Break apart numbers into tens and ones to find their sum. Break apart addends and combine them in different ways to make numbers that are easy to add mentally. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. Use drawings to solve problems with tens and ones. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Add within 100 using place-value strategies. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two- digit numbers. Apply commutative and identity properties and number sense to find values for unknowns that make number sentences involving addition and subtraction true or false. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Use tens and ones to make numbers in different ways. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Selecting an appropriate strategy in order to efficiently compute sums and differences. Add up to three two-digit numbers using strategies based on place value and properties of operations. Comparing addition and subtraction strategies, and explaining why they work. Understand that the two digits of a two-digit number represent amounts of tens and ones. Look for and make use of structure. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Understand two-digit numbers are composed of ten(s) and one(s). Look for and make use of structure. A26: Number Patterns to 100 Curriculum Standards: Use patterns to count to 30. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). The student will count forward orally by ones from 0 to 100. Use place-value blocks to compare 2 two- digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Count, with and without objects, forward and backward to at least 20. 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 ?, ??, ???. Count aloud forward in sequence to 100 by 1’s and 10’s. Counting to 100 by ones. Counting to 100 by tens. Count forward beginning from a given number within the known sequence, instead of having to begin at 1. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Count to 100 by ones and tens. Count forward beginning from a given number between 1 and 20. A27: 1 More or Less, 10 More or Less Curriculum Standards: Use mental math to add tens to two-digit numbers. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. A28: Using >, <, and = to Compare Numbers Curriculum Standards: Compare two numbers using a greater than, a less than, or an equal to sign. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Topics 1–12: Online Cumulative/Benchmark Assessment Curriculum Standards: Solve word problems involving comparisons. Choose an appropriate tool and use it to measure a given object. Model thinking to solve problems. Solve addition problems by using blocks or drawings. Use objects to measure length. Use mental math to subtract ten from a two- digit number. Compare two numbers using a greater than, a less than, or an equal to sign. Count to 120 using an open number line. Use place-value blocks to compare 2 two-digit numbers. Interpret organized data. Use tens and ones to make numbers in different ways. Compare and write two-digit numbers that are greater than or less than other two-digit numbers. Use a hundred chart to subtract a multiple of 10 from another multiple of 10. Use appropriate tools strategically. Use addition facts to find subtraction facts. Order objects by length. Use a number line to solve addition problems. Add 2 multiples of 10. Critique the reasoning of others by using known information about addition and subtraction. Use mental math to add tens to two-digit numbers. Find the missing numbers in equations to make them true. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Use appropriate tools strategically. Use appropriate tools strategically. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Find a number that is 10 more or 10 less than a given number. 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. Model with mathematics. Model with mathematics. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. Measure the same object/distance with units of two different lengths and describe how and why the measurements differ. Express the length of an object as a whole number of non-standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Demonstrate the ability to measure length or distance using objects. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T- charts and tallies. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Look for and make use of structure. Look for and make use of structure. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Concrete models and drawings Strategies based on place value Properties of operations Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). Compose and decompose numbers up to 12 with an emphasis on making ten. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. Order three objects by length and compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. 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. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). Determine if equations involving addition and subtraction are true. Determine if equations involving addition and subtraction are true. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Topic 13: Time Topic 13: Animated Math Story: Parade Time Topic 13: Today's Challenge Begin Topic Interactive Student Edition: Begin Topic 13 Math and Science Project Review What You Know Vocabulary Cards 13-1: Understand the Hour and Minute Hands Student's Edition eText: Grade 1 Lesson 13-1 Interactive Student Edition: Grade 1 Lesson 13-1 Student's Edition ACTIVe-book: Grade 1 Lesson 13-1 Math Anytime Understand the Hour and Minute Hands: Review Topic 13: Today's Challenge Develop: Problem-Based Learning Understand the Hour and Minute Hands: Solve & Share Curriculum Standards: Tell time to the hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. Develop: Visual Learning Understand the Hour and Minute Hands: Visual Learning Curriculum Standards: Tell time to the hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. Understand the Hour and Minute Hands: Do You Understand? Curriculum Standards: Tell time to the hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. Understand the Hour and Minute Hands: Practice Curriculum Standards: Tell time to the hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. Assess & Differentiate 13-1: Homework & Practice Curriculum Standards: Tell time to the hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. 13-1: Homework & Practice Curriculum Standards: Tell time to the hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. Understand the Hour and Minute Hands: Quick Check Curriculum Standards: Tell time to the hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. 13-1: Reteach to Build Understanding Worksheet Curriculum Standards: Tell time to the hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. 13-1: Enrichment Worksheet 13-1: Problem-Solving Reading Activity Curriculum Standards: Tell time to the hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. Digital Math Tool Activities Understand the Hour and Minute Hands: Another Look Curriculum Standards: Tell time to the hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. 13-2: Tell and Write Time to the Hour Student's Edition eText: Grade 1 Lesson 13-2 Interactive Student Edition: Grade 1 Lesson 13-2 Student's Edition ACTIVe-book: Grade 1 Lesson 13-2 Math Anytime Tell and Write Time to the Hour: Review Topic 13: Today's Challenge Develop: Problem-Based Learning Tell and Write Time to the Hour: Solve & Share Curriculum Standards: Tell time to the hour using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half- hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. Develop: Visual Learning Tell and Write Time to the Hour: Visual Learning Curriculum Standards: Tell time to the hour using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half- hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. Tell and Write Time to the Hour: Do You Understand? Curriculum Standards: Tell time to the hour using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half- hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. Tell and Write Time to the Hour: Practice Curriculum Standards: Tell time to the hour using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half- hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. Assess & Differentiate 13-2: Homework & Practice Curriculum Standards: Tell time to the hour using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half- hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. 13-2: Homework & Practice Curriculum Standards: Tell time to the hour using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half- hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. Tell and Write Time to the Hour: Quick Check Curriculum Standards: Tell time to the hour using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half- hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. 13-2: Reteach to Build Understanding Worksheet Curriculum Standards: Tell time to the hour using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half- hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. 13-2: Enrichment Worksheet 13-2: Math and Science Activity Curriculum Standards: Tell time to the hour using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half- hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. Digital Math Tool Activities Tell and Write Time to the Hour: Another Look Curriculum Standards: Tell time to the hour using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half- hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. 13-3: Tell and Write Time to the Half Hour Student's Edition eText: Grade 1 Lesson 13-3 Interactive Student Edition: Grade 1 Lesson 13-3 Student's Edition ACTIVe-book: Grade 1 Lesson 13-3 Math Anytime Tell and Write Time to the Half Hour: Review Topic 13: Today's Challenge Develop: Problem-Based Learning Tell and Write Time to the Half Hour: Solve & Share Curriculum Standards: Tell time to the half hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. Develop: Visual Learning Tell and Write Time to the Half Hour: Visual Learning Curriculum Standards: Tell time to the half hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. Tell and Write Time to the Half Hour: Do You Understand? Curriculum Standards: Tell time to the half hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. Tell and Write Time to the Half Hour: Practice Curriculum Standards: Tell time to the half hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. Assess & Differentiate 13-3: Homework & Practice Curriculum Standards: Tell time to the half hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. 13-3: Homework & Practice Curriculum Standards: Tell time to the half hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. Tell and Write Time to the Half Hour: Quick Check Curriculum Standards: Tell time to the half hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. 13-3: Reteach to Build Understanding Worksheet Curriculum Standards: Tell time to the half hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. 13-3: Enrichment Worksheet 13-3: Problem-Solving Reading Activity Curriculum Standards: Tell time to the half hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. Game: Save the Word: Grade 1 Topics 1–12 Tell and Write Time to the Half Hour: Another Look Curriculum Standards: Tell time to the half hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. 13-4: Problem Solving: Reasoning Student's Edition eText: Grade 1 Lesson 13-4 Interactive Student Edition: Grade 1 Lesson 13-4 Student's Edition ACTIVe-book: Grade 1 Lesson 13-4 Math Anytime Problem Solving: Reasoning: Review Topic 13: Today's Challenge Develop: Problem-Based Learning Problem Solving: Reasoning: Solve & Share Curriculum Standards: Use reasoning to tell and write time. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Reason abstractly and quantitatively. Reason abstractly and quantitatively. Develop: Visual Learning Problem Solving: Reasoning: Visual Learning Curriculum Standards: Use reasoning to tell and write time. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Reason abstractly and quantitatively. Reason abstractly and quantitatively. Problem Solving: Reasoning: Do You Understand? Curriculum Standards: Use reasoning to tell and write time. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Reason abstractly and quantitatively. Reason abstractly and quantitatively. Problem Solving: Reasoning: Practice Curriculum Standards: Use reasoning to tell and write time. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Reason abstractly and quantitatively. Reason abstractly and quantitatively. Assess & Differentiate 13-4: Homework & Practice Curriculum Standards: Use reasoning to tell and write time. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Reason abstractly and quantitatively. Reason abstractly and quantitatively. 13-4: Homework & Practice Curriculum Standards: Use reasoning to tell and write time. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Reason abstractly and quantitatively. Reason abstractly and quantitatively. Problem Solving: Reasoning: Quick Check Curriculum Standards: Use reasoning to tell and write time. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Reason abstractly and quantitatively. Reason abstractly and quantitatively. 13-4: Reteach to Build Understanding Worksheet Curriculum Standards: Use reasoning to tell and write time. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Reason abstractly and quantitatively. Reason abstractly and quantitatively. 13-4: Enrichment Worksheet 13-4: Math and Science Activity Curriculum Standards: Use reasoning to tell and write time. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Reason abstractly and quantitatively. Reason abstractly and quantitatively. Game: Fluency - Add and Subtract within 10 Problem Solving: Reasoning: Another Look Curriculum Standards: Use reasoning to tell and write time. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Reason abstractly and quantitatively. Reason abstractly and quantitatively. End Topic Interactive Student Edition: End Topic 13 Fluency Practice Activity Vocabulary Review Reteaching Interactive Student Edition: Topic 13 Assessment Interactive Student Edition: Topic 13 Performance Assessment 14-5: Center Games Understand the Hour and Minute Hands: Visual Learning Curriculum Standards: Tell time to the hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. Tell and Write Time to the Hour: Visual Learning Curriculum Standards: Tell time to the hour using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. Tell and Write Time to the Half Hour: Visual Learning Curriculum Standards: Tell time to the half hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. Problem Solving: Reasoning: Visual Learning Curriculum Standards: Use reasoning to tell and write time. Tell and write time in hours and half- hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Reason abstractly and quantitatively. Reason abstractly and quantitatively. Topic 13 Online Assessment Curriculum Standards: Tell time to the hour. Use reasoning to tell and write time. Tell time to the hour using analog and digital clocks. Tell time to the half hour. Tell and write time in hours and half- hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Topic 14: Reason with Shapes and Their Attributes Topic 14: Animated Math Story: On My Way to School Topic 14: Today's Challenge Begin Topic Interactive Student Edition: Begin Topic 14 Math and Science Project Review What You Know Vocabulary Cards 14-1: Use Attributes to Define Two-Dimensional (2-D) Shapes Student's Edition eText: Grade 1 Lesson 14-1 Interactive Student Edition: Grade 1 Lesson 14-1 Student's Edition ACTIVe-book: Grade 1 Lesson 14-1 Math Anytime Use Attributes to Define Two-Dimensional (2-D) Shapes: Review Topic 14: Today's Challenge Develop: Problem-Based Learning Use Attributes to Define Two-Dimensional (2-D) Shapes: Solve & Share Curriculum Standards: Use attributes to match shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Develop: Visual Learning Use Attributes to Define Two-Dimensional (2-D) Shapes: Visual Learning Curriculum Standards: Use attributes to match shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Use Attributes to Define Two-Dimensional (2-D) Shapes: Do You Understand? Curriculum Standards: Use attributes to match shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Use Attributes to Define Two-Dimensional (2-D) Shapes: Practice Curriculum Standards: Use attributes to match shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Assess & Differentiate 14-1: Homework & Practice Curriculum Standards: Use attributes to match shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. 14-1: Homework & Practice Curriculum Standards: Use attributes to match shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Use Attributes to Define Two-Dimensional (2-D) Shapes: Quick Check Curriculum Standards: Use attributes to match shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. 14-1: Reteach to Build Understanding Worksheet Curriculum Standards: Use attributes to match shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. 14-1: Enrichment Worksheet 14-1: Math and Science Activity Curriculum Standards: Use attributes to match shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Digital Math Tool Activities Use Attributes to Define Two-Dimensional (2-D) Shapes: Another Look Curriculum Standards: Use attributes to match shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. 14-2: Defining and Non-Defining Attributes of 2-D Shapes Student's Edition eText: Grade 1 Lesson 14-2 Interactive Student Edition: Grade 1 Lesson 14-2 Student's Edition ACTIVe-book: Grade 1 Lesson 14-2 Math Anytime Defining and Non-Defining Attributes of 2-D Shapes: Review Topic 14: Today's Challenge Develop: Problem-Based Learning Defining and Non-Defining Attributes of 2-D Shapes: Solve & Share Curriculum Standards: Define 2-D shapes by their attributes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Develop: Visual Learning Defining and Non-Defining Attributes of 2-D Shapes: Visual Learning Curriculum Standards: Define 2-D shapes by their attributes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Defining and Non-Defining Attributes of 2-D Shapes: Do You Understand? Curriculum Standards: Define 2-D shapes by their attributes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Defining and Non-Defining Attributes of 2-D Shapes: Practice Curriculum Standards: Define 2-D shapes by their attributes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Assess & Differentiate 14-2: Homework & Practice Curriculum Standards: Define 2-D shapes by their attributes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. 14-2: Homework & Practice Curriculum Standards: Define 2-D shapes by their attributes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Defining and Non-Defining Attributes of 2-D Shapes: Quick Check Curriculum Standards: Define 2-D shapes by their attributes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. 14-2: Reteach to Build Understanding Worksheet Curriculum Standards: Define 2-D shapes by their attributes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. 14-2: Enrichment Worksheet 14-2: Center Games Curriculum Standards: Define 2-D shapes by their attributes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Digital Math Tool Activities Defining and Non-Defining Attributes of 2-D Shapes: Another Look Curriculum Standards: Define 2-D shapes by their attributes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. 14-3: Build and Draw 2-D Shapes by Attributes Student's Edition eText: Grade 1 Lesson 14-3 Interactive Student Edition: Grade 1 Lesson 14-3 Student's Edition ACTIVe-book: Grade 1 Lesson 14-3 Math Anytime Build and Draw 2-D Shapes by Attributes: Review Topic 14: Today's Challenge Develop: Problem-Based Learning Build and Draw 2-D Shapes by Attributes: Solve & Share Curriculum Standards: Use materials to build and draw 2-D shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non- defining attributes; build and draw shapes that possess defining attributes. Develop: Visual Learning Build and Draw 2-D Shapes by Attributes: Visual Learning Curriculum Standards: Use materials to build and draw 2-D shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non- defining attributes; build and draw shapes that possess defining attributes. Build and Draw 2-D Shapes by Attributes: Do You Understand? Curriculum Standards: Use materials to build and draw 2-D shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non- defining attributes; build and draw shapes that possess defining attributes. Build and Draw 2-D Shapes by Attributes: Practice Curriculum Standards: Use materials to build and draw 2-D shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non- defining attributes; build and draw shapes that possess defining attributes. Assess & Differentiate 14-3: Homework & Practice Curriculum Standards: Use materials to build and draw 2-D shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non- defining attributes; build and draw shapes that possess defining attributes. 14-3: Homework & Practice Curriculum Standards: Use materials to build and draw 2-D shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non- defining attributes; build and draw shapes that possess defining attributes. Build and Draw 2-D Shapes by Attributes: Quick Check Curriculum Standards: Use materials to build and draw 2-D shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non- defining attributes; build and draw shapes that possess defining attributes. 14-3: Reteach to Build Understanding Worksheet Curriculum Standards: Use materials to build and draw 2-D shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non- defining attributes; build and draw shapes that possess defining attributes. 14-3: Enrichment Worksheet 14-3: Problem-Solving Reading Activity Curriculum Standards: Use materials to build and draw 2-D shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non- defining attributes; build and draw shapes that possess defining attributes. Game: Save the Word: Grade 1 Topics 1–12 Build and Draw 2-D Shapes by Attributes: Another Look Curriculum Standards: Use materials to build and draw 2-D shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non- defining attributes; build and draw shapes that possess defining attributes. 14-4: Compose 2-D Shapes Student's Edition eText: Grade 1 Lesson 14-4 Interactive Student Edition: Grade 1 Lesson 14-4 Student's Edition ACTIVe-book: Grade 1 Lesson 14-4 Math Anytime Compose 2-D Shapes: Review Topic 14: Today's Challenge Develop: Problem-Based Learning Compose 2-D Shapes: Solve & Share Curriculum Standards: Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose and decompose larger shapes using smaller two-dimensional shapes. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. Develop: Visual Learning Compose 2-D Shapes: Visual Learning Curriculum Standards: Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose and decompose larger shapes using smaller two-dimensional shapes. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. Compose 2-D Shapes: Do You Understand? Curriculum Standards: Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose and decompose larger shapes using smaller two-dimensional shapes. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. Compose 2-D Shapes: Practice Curriculum Standards: Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose and decompose larger shapes using smaller two-dimensional shapes. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. Assess & Differentiate 14-4: Homework & Practice Curriculum Standards: Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose and decompose larger shapes using smaller two-dimensional shapes. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. 14-4: Homework & Practice Curriculum Standards: Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose and decompose larger shapes using smaller two-dimensional shapes. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. Compose 2-D Shapes: Quick Check Curriculum Standards: Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose and decompose larger shapes using smaller two-dimensional shapes. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. 14-4: Reteach to Build Understanding Worksheet Curriculum Standards: Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose and decompose larger shapes using smaller two-dimensional shapes. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. 14-4: Enrichment Worksheet 14-4: Math and Science Activity Curriculum Standards: Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose and decompose larger shapes using smaller two-dimensional shapes. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. Digital Math Tool Activities Compose 2-D Shapes: Another Look Curriculum Standards: Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose and decompose larger shapes using smaller two-dimensional shapes. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. 14-5: Compose New 2-D Shapes from 2-D Shapes Student's Edition eText: Grade 1 Lesson 14-5 Interactive Student Edition: Grade 1 Lesson 14-5 Student's Edition ACTIVe-book: Grade 1 Lesson 14-5 Math Anytime Compose New 2-D Shapes from 2-D Shapes: Review Topic 14: Today's Challenge Develop: Problem-Based Learning Compose New 2-D Shapes from 2-D Shapes: Solve & Share Curriculum Standards: Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three-dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. Develop: Visual Learning Compose New 2-D Shapes from 2-D Shapes: Visual Learning Curriculum Standards: Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three-dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. Compose New 2-D Shapes from 2-D Shapes: Do You Understand? Curriculum Standards: Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three-dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. Compose New 2-D Shapes from 2-D Shapes: Practice Curriculum Standards: Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three-dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. Assess & Differentiate 14-5: Homework & Practice Curriculum Standards: Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three-dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. 14-5: Homework & Practice Curriculum Standards: Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three-dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. Compose New 2-D Shapes from 2-D Shapes: Quick Check Curriculum Standards: Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three-dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. 14-5: Reteach to Build Understanding Worksheet Curriculum Standards: Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three-dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. 14-5: Enrichment Worksheet 14-5: Center Games Curriculum Standards: Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three-dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. Digital Math Tool Activities Compose New 2-D Shapes from 2-D Shapes: Another Look Curriculum Standards: Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three-dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. 14-6: Use Attributes to Define Three-Dimensional (3-D) Shapes Student's Edition eText: Grade 1 Lesson 14-6 Interactive Student Edition: Grade 1 Lesson 14-6 Student's Edition ACTIVe-book: Grade 1 Lesson 14-6 Math Anytime Use Attributes to Define Three-Dimensional (3-D) Shapes: Review Topic 14: Today's Challenge Develop: Problem-Based Learning Use Attributes to Define Three-Dimensional (3-D) Shapes: Solve & Share Curriculum Standards: Define 3-D shapes by their number of edges, vertices, and faces or flat surfaces. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose and decompose larger shapes using smaller two-dimensional shapes. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Develop: Visual Learning Use Attributes to Define Three-Dimensional (3-D) Shapes: Visual Learning Curriculum Standards: Define 3-D shapes by their number of edges, vertices, and faces or flat surfaces. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose and decompose larger shapes using smaller two-dimensional shapes. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Use Attributes to Define Three-Dimensional (3-D) Shapes: Do You Understand? Curriculum Standards: Define 3-D shapes by their number of edges, vertices, and faces or flat surfaces. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose and decompose larger shapes using smaller two-dimensional shapes. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Use Attributes to Define Three-Dimensional (3-D) Shapes: Practice Curriculum Standards: Define 3-D shapes by their number of edges, vertices, and faces or flat surfaces. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose and decompose larger shapes using smaller two-dimensional shapes. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Assess & Differentiate 14-6: Homework & Practice Curriculum Standards: Define 3-D shapes by their number of edges, vertices, and faces or flat surfaces. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose and decompose larger shapes using smaller two-dimensional shapes. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. 14-6: Homework & Practice Curriculum Standards: Define 3-D shapes by their number of edges, vertices, and faces or flat surfaces. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose and decompose larger shapes using smaller two-dimensional shapes. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Use Attributes to Define Three-Dimensional (3-D) Shapes: Quick Check Curriculum Standards: Define 3-D shapes by their number of edges, vertices, and faces or flat surfaces. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose and decompose larger shapes using smaller two-dimensional shapes. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. 14-6: Reteach to Build Understanding Worksheet Curriculum Standards: Define 3-D shapes by their number of edges, vertices, and faces or flat surfaces. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose and decompose larger shapes using smaller two-dimensional shapes. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. 14-6: Enrichment Worksheet 14-6: Problem-Solving Reading Activity Curriculum Standards: Define 3-D shapes by their number of edges, vertices, and faces or flat surfaces. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose and decompose larger shapes using smaller two-dimensional shapes. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Digital Math Tool Activities Use Attributes to Define Three-Dimensional (3-D) Shapes: Another Look Curriculum Standards: Define 3-D shapes by their number of edges, vertices, and faces or flat surfaces. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose and decompose larger shapes using smaller two-dimensional shapes. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. 14-7: Defining and Non-Defining Attributes of 3-D Shapes Student's Edition eText: Grade 1 Lesson 14-7 Interactive Student Edition: Grade 1 Lesson 14-7 Student's Edition ACTIVe-book: Grade 1 Lesson 14-7 Math Anytime Defining and Non-Defining Attributes of 3-D Shapes: Review Topic 14: Today's Challenge Develop: Problem-Based Learning Defining and Non-Defining Attributes of 3-D Shapes: Solve & Share Curriculum Standards: Choose defining attributes of 3-D shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Develop: Visual Learning Defining and Non-Defining Attributes of 3-D Shapes: Visual Learning Curriculum Standards: Choose defining attributes of 3-D shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Defining and Non-Defining Attributes of 3-D Shapes: Do You Understand? Curriculum Standards: Choose defining attributes of 3-D shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Defining and Non-Defining Attributes of 3-D Shapes: Practice Curriculum Standards: Choose defining attributes of 3-D shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Assess & Differentiate 14-7: Homework & Practice Curriculum Standards: Choose defining attributes of 3-D shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. 14-7: Homework & Practice Curriculum Standards: Choose defining attributes of 3-D shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Defining and Non-Defining Attributes of 3-D Shapes: Quick Check Curriculum Standards: Choose defining attributes of 3-D shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. 14-7: Reteach to Build Understanding Worksheet Curriculum Standards: Choose defining attributes of 3-D shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. 14-7: Enrichment Worksheet 14-7: Center Games Curriculum Standards: Choose defining attributes of 3-D shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Game: Fluency - Add and Subtract within 10 Defining and Non-Defining Attributes of 3-D Shapes: Another Look Curriculum Standards: Choose defining attributes of 3-D shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. 14-8: Compose with 3-D Shapes Student's Edition eText: Grade 1 Lesson 14-8 Interactive Student Edition: Grade 1 Lesson 14-8 Student's Edition ACTIVe-book: Grade 1 Lesson 14-8 Math Anytime Compose with 3-D Shapes: Review Topic 14: Today's Challenge Develop: Problem-Based Learning Compose with 3-D Shapes: Solve & Share Curriculum Standards: Combine 3-D shapes to make another 3-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose structures with three-dimensional shapes. Recognize three- dimensional shapes such as cubes, cones, cylinders, and spheres. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. Develop: Visual Learning Compose with 3-D Shapes: Visual Learning Curriculum Standards: Combine 3-D shapes to make another 3-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose structures with three-dimensional shapes. Recognize three- dimensional shapes such as cubes, cones, cylinders, and spheres. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. Compose with 3-D Shapes: Do You Understand? Curriculum Standards: Combine 3-D shapes to make another 3-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose structures with three-dimensional shapes. Recognize three- dimensional shapes such as cubes, cones, cylinders, and spheres. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. Compose with 3-D Shapes: Practice Curriculum Standards: Combine 3-D shapes to make another 3-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose structures with three-dimensional shapes. Recognize three- dimensional shapes such as cubes, cones, cylinders, and spheres. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. Assess & Differentiate 14-8: Homework & Practice Curriculum Standards: Combine 3-D shapes to make another 3-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose structures with three-dimensional shapes. Recognize three- dimensional shapes such as cubes, cones, cylinders, and spheres. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. 14-8: Homework & Practice Curriculum Standards: Combine 3-D shapes to make another 3-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose structures with three-dimensional shapes. Recognize three- dimensional shapes such as cubes, cones, cylinders, and spheres. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. Compose with 3-D Shapes: Quick Check Curriculum Standards: Combine 3-D shapes to make another 3-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose structures with three-dimensional shapes. Recognize three- dimensional shapes such as cubes, cones, cylinders, and spheres. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. 14-8: Reteach to Build Understanding Worksheet Curriculum Standards: Combine 3-D shapes to make another 3-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose structures with three-dimensional shapes. Recognize three- dimensional shapes such as cubes, cones, cylinders, and spheres. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. 14-8: Enrichment Worksheet 14-8: Center Games Curriculum Standards: Combine 3-D shapes to make another 3-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose structures with three-dimensional shapes. Recognize three- dimensional shapes such as cubes, cones, cylinders, and spheres. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. Game: Amazing Savings 1 Compose with 3-D Shapes: Another Look Curriculum Standards: Combine 3-D shapes to make another 3-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose structures with three-dimensional shapes. Recognize three- dimensional shapes such as cubes, cones, cylinders, and spheres. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. 14-9: Problem Solving: Make Sense & Persevere Student's Edition eText: Grade 1 Lesson 14-9 Interactive Student Edition: Grade 1 Lesson 14-9 Student's Edition ACTIVe-book: Grade 1 Lesson 14-9 Math Anytime Problem Solving: Make Sense & Persevere: Review Topic 14: Today's Challenge Develop: Problem-Based Learning Problem Solving: Make Sense and Persevere: Solve & Share Curriculum Standards: Find differences among various shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Develop: Visual Learning Problem Solving: Make Sense & Persevere: Visual Learning Curriculum Standards: Find differences among various shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Problem Solving: Make Sense & Persevere: DYU? Curriculum Standards: Find differences among various shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Problem Solving: Make Sense & Persevere: Practice Curriculum Standards: Find differences among various shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Assess & Differentiate 14-9: Homework & Practice Curriculum Standards: Find differences among various shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. 14-9: Homework & Practice Curriculum Standards: Find differences among various shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Problem Solving: Make Sense & Persevere: Quick Check Curriculum Standards: Find differences among various shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. 14-9: Reteach to Build Understanding Worksheet Curriculum Standards: Find differences among various shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. 14-9: Enrichment Worksheet 14-9: Center Games Curriculum Standards: Find differences among various shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Digital Math Tool Activities Problem Solving: Make Sense & Persevere: Another Look Curriculum Standards: Find differences among various shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. End Topic Interactive Student Edition: End Topic 14 Fluency Practice Activity Vocabulary Review Reteaching Interactive Student Edition: Topic 14 Assessment Interactive Student Edition: Topic 14 Performance Assessment 14-8: Center Games Use Attributes to Define Two-Dimensional (2-D) Shapes: Visual Learning Curriculum Standards: Use attributes to match shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Defining and Non-Defining Attributes of 2-D Shapes: Visual Learning Curriculum Standards: Define 2-D shapes by their attributes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Compose 2-D Shapes: Visual Learning Curriculum Standards: Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose and decompose larger shapes using smaller two-dimensional shapes. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. Compose New 2-D Shapes from 2-D Shapes: Visual Learning Curriculum Standards: Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Identify trapezoids and hexagons by pointing to the shape when given the name. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three-dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. Use Attributes to Define Three-Dimensional (3-D) Shapes: Visual Learning Curriculum Standards: Define 3-D shapes by their number of edges, vertices, and faces or flat surfaces. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose and decompose larger shapes using smaller two-dimensional shapes. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Compose with 3-D Shapes: Visual Learning Curriculum Standards: Combine 3-D shapes to make another 3-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose structures with three-dimensional shapes. Recognize three- dimensional shapes such as cubes, cones, cylinders, and spheres. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. Topic 14 Online Assessment Curriculum Standards: Combine 3-D shapes to make another 3-D shape. Combine 2-D shapes to make another 2-D shape. Define 3-D shapes by their number of edges, vertices, and faces or flat surfaces. Construct viable arguments and critique the reasoning of others. Use attributes to match shapes. Define 2-D shapes by their attributes. Attend to precision. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose structures with three-dimensional shapes. Recognize three-dimensional shapes such as cubes, cones, cylinders, and spheres. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three-dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. Identify trapezoids and hexagons by pointing to the shape when given the name. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose and decompose larger shapes using smaller two-dimensional shapes. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non- defining attributes; build and draw shapes that possess defining attributes. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. Attend to precision. Attend to precision. Topic 15: Equal Shares of Circles and Rectangles Topic 15: Animated Math Story: Food Fractions Topic 15: Today's Challenge Begin Topic Interactive Student Edition: Begin Topic 15 Math and Science Project Review What You Know Vocabulary Cards 15-1: Make Equal Parts Student's Edition eText: Grade 1 Lesson 15-1 Interactive Student Edition: Grade 1 Lesson 15-1 Student's Edition ACTIVe-book: Grade 1 Lesson 15-1 Math Anytime Make Equal Shares: Review Topic 15: Today's Challenge Develop: Problem-Based Learning Make Equal Shares: Solve & Share Curriculum Standards: Determine whether shapes are divided into equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Develop: Visual Learning Make Equal Shares: Visual Learning Curriculum Standards: Determine whether shapes are divided into equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Make Equal Shares: Do You Understand? Curriculum Standards: Determine whether shapes are divided into equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Make Equal Shares: Practice Curriculum Standards: Determine whether shapes are divided into equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Assess & Differentiate 15-1: Homework & Practice Curriculum Standards: Determine whether shapes are divided into equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. 15-1: Homework & Practice Curriculum Standards: Determine whether shapes are divided into equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Make Equal Shares: Quick Check Curriculum Standards: Determine whether shapes are divided into equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. 15-1: Reteach to Build Understanding Worksheet Curriculum Standards: Determine whether shapes are divided into equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. 15-1: Enrichment Worksheet 15-1: Problem-Solving Reading Activity Curriculum Standards: Determine whether shapes are divided into equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Digital Math Tool Activities Make Equal Shares: Another Look Curriculum Standards: Determine whether shapes are divided into equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. 15-2: Make Halves and Fourths of Rectangles and Circles Student's Edition eText: Grade 1 Lesson 15-2 Interactive Student Edition: Grade 1 Lesson 15-2 Student's Edition ACTIVe-book: Grade 1 Lesson 15-2 Math Anytime Make Halves and Fourths of Rectangles and Circles: Review Topic 15: Today's Challenge Develop: Problem-Based Learning Make Halves and Fourths of Rectangles and Circles: Solve & Share Curriculum Standards: Divide shapes into 2 and 4 equal shares and use words to describe those shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three- dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Develop: Visual Learning Make Halves and Fourths of Rectangles and Circles: Visual Learning Curriculum Standards: Divide shapes into 2 and 4 equal shares and use words to describe those shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three- dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Make Halves and Fourths of Rectangles and Circles: Do You Understand? Curriculum Standards: Divide shapes into 2 and 4 equal shares and use words to describe those shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three- dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Make Halves and Fourths of Rectangles and Circles: Practice Curriculum Standards: Divide shapes into 2 and 4 equal shares and use words to describe those shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three- dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Assess & Differentiate 15-2: Homework & Practice Curriculum Standards: Divide shapes into 2 and 4 equal shares and use words to describe those shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three- dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. 15-2: Homework & Practice Curriculum Standards: Divide shapes into 2 and 4 equal shares and use words to describe those shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three- dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Make Halves and Fourths of Rectangles and Circles: Quick Check Curriculum Standards: Divide shapes into 2 and 4 equal shares and use words to describe those shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three- dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. 15-2: Reteach to Build Understanding Worksheet Curriculum Standards: Divide shapes into 2 and 4 equal shares and use words to describe those shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three- dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. 15-2: Enrichment Worksheet 15-2: Math and Science Activity Curriculum Standards: Divide shapes into 2 and 4 equal shares and use words to describe those shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three- dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Digital Math Tool Activities Make Halves and Fourths of Rectangles and Circles: Another Look Curriculum Standards: Divide shapes into 2 and 4 equal shares and use words to describe those shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three- dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. 15-3: Understand Halves and Fourths Student's Edition eText: Grade 1 Lesson 15-3 Interactive Student Edition: Grade 1 Lesson 15-3 Student's Edition ACTIVe-book: Grade 1 Lesson 15-3 Math Anytime Understand Halves and Fourths: Review Topic 15: Today's Challenge Develop: Problem-Based Learning Understand Halves and Fourths: Solve & Share Curriculum Standards: Understand that more equal shares of the same whole create smaller shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Develop: Visual Learning Understand Halves and Fourths: Visual Learning Curriculum Standards: Understand that more equal shares of the same whole create smaller shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Understand Halves and Fourths: Do You Understand? Curriculum Standards: Understand that more equal shares of the same whole create smaller shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Understand Halves and Fourths: Practice Curriculum Standards: Understand that more equal shares of the same whole create smaller shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Assess & Differentiate 15-3: Homework & Practice Curriculum Standards: Understand that more equal shares of the same whole create smaller shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. 15-3: Homework & Practice Curriculum Standards: Understand that more equal shares of the same whole create smaller shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Understand Halves and Fourths: Quick Check Curriculum Standards: Understand that more equal shares of the same whole create smaller shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. 15-3: Reteach to Build Understanding Worksheet Curriculum Standards: Understand that more equal shares of the same whole create smaller shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. 15-3: Enrichment Worksheet 15-3: Problem-Solving Reading Activity Curriculum Standards: Understand that more equal shares of the same whole create smaller shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Game: Save the Word: Grade 1 Topics 1–15 Understand Halves and Fourths: Another Look Curriculum Standards: Understand that more equal shares of the same whole create smaller shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. 15-4: Problem Solving: Model with Math Student's Edition eText: Grade 1 Lesson 15-4 Interactive Student Edition: Grade 1 Lesson 15-4 Student's Edition ACTIVe-book: Grade 1 Lesson 15-4 Math Anytime Problem Solving: Model with Math: Review Topic 15: Today's Challenge Develop: Problem-Based Learning Problem Solving: Model with Math: Solve & Share Curriculum Standards: Make a drawing or diagram to show a problem about equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Model with mathematics. Model with mathematics. Develop: Visual Learning Problem Solving: Model with Math: Visual Learning Curriculum Standards: Make a drawing or diagram to show a problem about equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Model with mathematics. Model with mathematics. Problem Solving: Model with Math: Do You Understand? Curriculum Standards: Make a drawing or diagram to show a problem about equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Model with mathematics. Model with mathematics. Problem Solving: Model with Math: Practice Curriculum Standards: Make a drawing or diagram to show a problem about equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Model with mathematics. Model with mathematics. Assess & Differentiate 15-4: Homework & Practice Curriculum Standards: Make a drawing or diagram to show a problem about equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Model with mathematics. Model with mathematics. 15-4: Homework & Practice Curriculum Standards: Make a drawing or diagram to show a problem about equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Model with mathematics. Model with mathematics. Problem Solving: Model with Math: Quick Check Curriculum Standards: Make a drawing or diagram to show a problem about equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Model with mathematics. Model with mathematics. 15-4: Reteach to Build Understanding Worksheet Curriculum Standards: Make a drawing or diagram to show a problem about equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Model with mathematics. Model with mathematics. 15-4: Enrichment Worksheet 15-4: Math and Science Activity Curriculum Standards: Make a drawing or diagram to show a problem about equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Model with mathematics. Model with mathematics. Game: Save the Word: Grade 1 Topics 1–15 Problem Solving: Model with Math: Another Look Curriculum Standards: Make a drawing or diagram to show a problem about equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Model with mathematics. Model with mathematics. End Topic Interactive Student Edition: End Topic 15 Fluency Practice Activity Vocabulary Review Reteaching Interactive Student Edition: Topic 15 Assessment Interactive Student Edition: Topic 15 Performance Assessment 14-9: Center Games Make Equal Shares: Visual Learning Curriculum Standards: Determine whether shapes are divided into equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Make Halves and Fourths of Rectangles and Circles: Visual Learning Curriculum Standards: Divide shapes into 2 and 4 equal shares and use words to describe those shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Understand Halves and Fourths: Visual Learning Curriculum Standards: Understand that more equal shares of the same whole create smaller shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Problem Solving: Model with Math: Visual Learning Curriculum Standards: Make a drawing or diagram to show a problem about equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Model with mathematics. Model with mathematics. Topic 15 Online Assessment Curriculum Standards: Make a drawing or diagram to show a problem about equal shares. Reason abstractly and quantitatively. Divide shapes into 2 and 4 equal shares and use words to describe those shares. Construct viable arguments and critique the reasoning of others. Understand that more equal shares of the same whole create smaller shares. Determine whether shapes are divided into equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Model with mathematics. Model with mathematics. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. 14-2: Center Games A47: Equal Parts Curriculum Standards: Determine whether shapes are divided into equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Word Problems with Three Addends: Visual Learning Curriculum Standards: Use different strategies to solve word problems with 3 addends. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. Solve Addition and Subtraction Word Problems: Visual Learning Curriculum Standards: Solve word problems involving comparisons. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. Count by 10s to 120: Visual Learning Curriculum Standards: Count by 10s to 120. 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. 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). The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. 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. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Count by 10s to 120 starting at any number. Problem Solving: Make Sense & Persevere: Visual Learning Curriculum Standards: Make sense of a problem and find the best way to solve it. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. The student will sort and classify concrete objects according to one or two attributes. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Add Using Place Value: Visual Learning Curriculum Standards: Add 2 two-digit numbers. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. A two-digit number and a one- digit number A two-digit number and a multiple of 10 Add within 100. Subtract Tens Using Models: Visual Learning Curriculum Standards: Use models to subtract tens. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Problem Solving: Use Appropriate Tools: Visual Learning Curriculum Standards: Choose an appropriate tool and use it to measure a given object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Use appropriate tools strategically. Use appropriate tools strategically. Understand the Hour and Minute Hands: Visual Learning Curriculum Standards: Tell time to the hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. Tell and Write Time to the Half Hour: Visual Learning Curriculum Standards: Tell time to the half hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. Problem Solving: Reasoning: Visual Learning Curriculum Standards: Use reasoning to tell and write time. Tell and write time in hours and half- hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Reason abstractly and quantitatively. Reason abstractly and quantitatively. Use Attributes to Define Two-Dimensional (2-D) Shapes: Visual Learning Curriculum Standards: Use attributes to match shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Compose 2-D Shapes: Visual Learning Curriculum Standards: Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose and decompose larger shapes using smaller two-dimensional shapes. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. Use Attributes to Define Three-Dimensional (3-D) Shapes: Visual Learning Curriculum Standards: Define 3-D shapes by their number of edges, vertices, and faces or flat surfaces. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose and decompose larger shapes using smaller two-dimensional shapes. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Make Equal Shares: Visual Learning Curriculum Standards: Determine whether shapes are divided into equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Make Halves and Fourths of Rectangles and Circles: Visual Learning Curriculum Standards: Divide shapes into 2 and 4 equal shares and use words to describe those shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Understand Halves and Fourths: Visual Learning Curriculum Standards: Understand that more equal shares of the same whole create smaller shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. E26: Use Tools Curriculum Standards: Choose an appropriate tool and use it to measure a given object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Use appropriate tools strategically. Use appropriate tools strategically. E19: Draw a Picture and Write a Number Sentence Curriculum Standards: Solve word problems involving comparisons. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. D37: Solid Figures Curriculum Standards: Define 3-D shapes by their number of edges, vertices, and faces or flat surfaces. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose and decompose larger shapes using smaller two-dimensional shapes. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. D33: Making New Shapes from Shapes Curriculum Standards: Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose and decompose larger shapes using smaller two-dimensional shapes. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three- dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. D30: Properties of Plane Shapes Curriculum Standards: Use attributes to match shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. D2: Time to the Half Hour Curriculum Standards: Tell time to the half hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. D1: Time to the Hour Curriculum Standards: Tell time to the hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. C7: Deciding When to Regroup in Addition Curriculum Standards: Add 2 two-digit numbers. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. A two-digit number and a one- digit number A two-digit number and a multiple of 10 Add within 100. B31: Adding Three Numbers Curriculum Standards: Use different strategies to solve word problems with 3 addends. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. A48: Understanding Fractions to Fourths Curriculum Standards: Divide shapes into 2 and 4 equal shares and use words to describe those shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Topics 1–15: Online Cumulative/Benchmark Assessment Curriculum Standards: Solve word problems involving comparisons. Define 3-D shapes by their number of edges, vertices, and faces or flat surfaces. Add 2 two-digit numbers. Choose an appropriate tool and use it to measure a given object. Use reasoning to tell and write time. Divide shapes into 2 and 4 equal shares and use words to describe those shares. Combine 2-D shapes to make another 2-D shape. Understand that more equal shares of the same whole create smaller shares. Use attributes to match shapes. Tell time to the half hour. Determine whether shapes are divided into equal shares. Make sense of a problem and find the best way to solve it. Use models to subtract tens. Count by 10s to 120. Attend to precision. Tell time to the hour. Use different strategies to solve word problems with 3 addends. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Use addition and subtraction within 20 to solve problems. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose and decompose larger shapes using smaller two-dimensional shapes. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Use appropriate tools strategically. Use appropriate tools strategically. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Reason abstractly and quantitatively. Reason abstractly and quantitatively. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three-dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. Identify trapezoids and hexagons by pointing to the shape when given the name. Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Find a number that is 10 more or 10 less than a given number. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. 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. 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). The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. 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. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Count by 10s to 120 starting at any number. Attend to precision. Attend to precision. 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). 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. 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. Apply the commutative and associative properties as strategies for solving addition problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. Online End-of-Year Assessment Curriculum Standards: Count by 1s to 120. Solve addition problems by finding a missing addend. Group tens to solve problems. Model and solve problems by drawing a picture and writing an equation. Read and write numbers 11 to 19. Use objects to measure length. Use attributes to match shapes. Tell time to the half hour. Determine whether shapes are divided into equal shares. Memorize doubles facts. Use reasoning to write and solve number stories. Compare two numbers using a greater than, a less than, or an equal to sign. Interpret organized data. Use tens and ones to make numbers in different ways. Use models to subtract tens. Use an open number line to solve subtraction problems. Make subtraction easier by making 10 to subtract. Use appropriate tools strategically. Attend to precision. Critique the reasoning of others by using known information about addition and subtraction. Use mental math to add tens to two-digit numbers. Find the missing numbers in equations to make them true. Use addition facts to 10 to solve subtraction problems. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Add to/Take from-Change Unknown Use addition and subtraction within 20 to solve problems. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two- digit numbers are composed of ten(s) and one(s). 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Model with mathematics. Model with mathematics. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. Unitize by making a ten from a collection of ten ones. Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Measure the same object/distance with units of two different lengths and describe how and why the measurements differ. Describe a length to the nearest whole unit using a number and a unit. Express the length of an object as a whole number of non- standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Demonstrate the ability to measure length or distance using objects. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). Demonstrate fluency with addition and subtraction within 10. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Add and subtract within 20. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence. Draw conclusions from picture and bar-type graphs. Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Look for and make use of structure. Look for and make use of structure. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. Number lines The relationship between addition and subtraction Compose and decompose numbers up to 12 with an emphasis on making ten. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Count backward from a given number between 20 and 1. Solve problems that call for addition of three whole numbers whose sum is within 20. Demonstrate that subtraction can be solved as an unknown-addend problem. Demonstrate fluency with addition and subtraction within 10. Use appropriate tools strategically. Use appropriate tools strategically. Attend to precision. Attend to precision. 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. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Find a number that is 10 more or 10 less than a given number up to 100. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). 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 = ?). Determine if equations involving addition and subtraction are true. Determine if equations involving addition and subtraction are true. Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Using the relationship between addition and subtraction Topic 16: Step Up to Grade 2 16-1: Even and Odd Numbers Student's Edition eText: Grade 1 Lesson 16-1 Interactive Student Edition: Grade 1 Lesson 16-1 Develop: Problem-Based Learning Even and Odd Numbers: Solve & Share Curriculum Standards: Tell if a group of objects is even or odd. Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g. by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. The student will use objects to determine whether a number is even or odd. The student will identify, describe, create, extend, and transfer patterns found in objects, pictures, and numbers. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Demonstrate fluency with addition and subtraction, within 20, using mental strategies. Pairing objects, then counting them by 2s. Determining whether objects can be placed into two equal groups. Writing an equation to express an even number as a sum of two equal addends. Demonstrate fluency with addition and subtraction within 20. Determine if a set of objects has an odd or even number of members. Count by 2s to 100 starting with any even number. Express even numbers as pairings or groups of 2, and write an expression to represent the number using addends of 2. Express even numbers as being composed of equal groups and write an expression to represent the number with 2 equal addends. Develop: Visual Learning Even and Odd Numbers: Visual Learning Curriculum Standards: Tell if a group of objects is even or odd. Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g. by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. The student will use objects to determine whether a number is even or odd. The student will identify, describe, create, extend, and transfer patterns found in objects, pictures, and numbers. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Demonstrate fluency with addition and subtraction, within 20, using mental strategies. Pairing objects, then counting them by 2s. Determining whether objects can be placed into two equal groups. Writing an equation to express an even number as a sum of two equal addends. Demonstrate fluency with addition and subtraction within 20. Determine if a set of objects has an odd or even number of members. Count by 2s to 100 starting with any even number. Express even numbers as pairings or groups of 2, and write an expression to represent the number using addends of 2. Express even numbers as being composed of equal groups and write an expression to represent the number with 2 equal addends. Even and Odd Numbers: Do You Understand? Curriculum Standards: Tell if a group of objects is even or odd. Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g. by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. The student will use objects to determine whether a number is even or odd. The student will identify, describe, create, extend, and transfer patterns found in objects, pictures, and numbers. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Demonstrate fluency with addition and subtraction, within 20, using mental strategies. Pairing objects, then counting them by 2s. Determining whether objects can be placed into two equal groups. Writing an equation to express an even number as a sum of two equal addends. Demonstrate fluency with addition and subtraction within 20. Determine if a set of objects has an odd or even number of members. Count by 2s to 100 starting with any even number. Express even numbers as pairings or groups of 2, and write an expression to represent the number using addends of 2. Express even numbers as being composed of equal groups and write an expression to represent the number with 2 equal addends. Even and Odd Numbers: Practice 16-2: Use Arrays to Find Totals Student's Edition eText: Grade 1 Lesson 16-2 Interactive Student Edition: Grade 1 Lesson 16-2 Develop: Problem-Based Learning Use Arrays to Find Totals: Solve & Share Curriculum Standards: Find the total number of objects in a set of rows and columns. Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. The student will determine sums and differences, using various methods. The student will identify, describe, create, extend, and transfer patterns found in objects, pictures, and numbers. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Use concrete models and structured arrangements, such as repeated addition, arrays and ten frames to develop understanding of multiplication. Use objects and number lines to represent number sentences. Demonstrate fluency with addition and subtraction, within 20, using mental strategies. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. Demonstrate fluency with addition and subtraction within 20. Find the total number of objects arranged in a rectangular array with up to 5 rows and 5 columns, and write an equation to represent the total as a sum of equal addends. Develop: Visual Learning Use Arrays to Find Totals: Visual Learning Curriculum Standards: Find the total number of objects in a set of rows and columns. Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. The student will determine sums and differences, using various methods. The student will identify, describe, create, extend, and transfer patterns found in objects, pictures, and numbers. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Use concrete models and structured arrangements, such as repeated addition, arrays and ten frames to develop understanding of multiplication. Use objects and number lines to represent number sentences. Demonstrate fluency with addition and subtraction, within 20, using mental strategies. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. Demonstrate fluency with addition and subtraction within 20. Find the total number of objects arranged in a rectangular array with up to 5 rows and 5 columns, and write an equation to represent the total as a sum of equal addends. Use Arrays to Find Totals: Do You Understand? Curriculum Standards: Find the total number of objects in a set of rows and columns. Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. The student will determine sums and differences, using various methods. The student will identify, describe, create, extend, and transfer patterns found in objects, pictures, and numbers. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Use concrete models and structured arrangements, such as repeated addition, arrays and ten frames to develop understanding of multiplication. Use objects and number lines to represent number sentences. Demonstrate fluency with addition and subtraction, within 20, using mental strategies. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. Demonstrate fluency with addition and subtraction within 20. Find the total number of objects arranged in a rectangular array with up to 5 rows and 5 columns, and write an equation to represent the total as a sum of equal addends. Use Arrays to Find Totals: Practice 16-3: Add on a Hundred Chart Student's Edition eText: Grade 1 Lesson 16-3 Interactive Student Edition: Grade 1 Lesson 16-3 Develop: Problem-Based Learning Add on a Hundred Chart: Solve & Share Curriculum Standards: Add within 100 using place-value strategies and a hundred chart. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will count forward by twos, fives, and tens to 120, starting at various multiples of 2, 5, or 10. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Add up to three two-digit numbers using strategies based on place value and properties of operations. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Develop: Visual Learning Add on a Hundred Chart: Visual Learning Curriculum Standards: Add within 100 using place-value strategies and a hundred chart. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will count forward by twos, fives, and tens to 120, starting at various multiples of 2, 5, or 10. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Add up to three two-digit numbers using strategies based on place value and properties of operations. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Add on a Hundred Chart: Do You Understand? Curriculum Standards: Add within 100 using place-value strategies and a hundred chart. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will count forward by twos, fives, and tens to 120, starting at various multiples of 2, 5, or 10. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Add up to three two-digit numbers using strategies based on place value and properties of operations. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Add on a Hundred Chart: Practice 16-4: Models to Add 2-Digit Numbers Student's Edition eText: Grade 1 Lesson 16-4 Interactive Student Edition: Grade 1 Lesson 16-4 Develop: Problem-Based Learning Models to Add 2-Digit Numbers: Solve & Share Curriculum Standards: Use models to add 2-digit numbers and then explain the work. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Add up to three two-digit numbers using strategies based on place value and properties of operations. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Develop: Visual Learning Models to Add 2-Digit Numbers: Visual Learning Curriculum Standards: Use models to add 2-digit numbers and then explain the work. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Add up to three two-digit numbers using strategies based on place value and properties of operations. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Models to Add 2-Digit Numbers: Do You Understand? Curriculum Standards: Use models to add 2-digit numbers and then explain the work. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Add up to three two-digit numbers using strategies based on place value and properties of operations. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Models to Add 2-Digit Numbers: Practice 16-5: Subtract on a Hundred Chart Student's Edition eText: Grade 1 Lesson 16-5 Interactive Student Edition: Grade 1 Lesson 16-5 Develop: Problem-Based Learning Subtract on a Hundred Chart: Solve & Share Curriculum Standards: Use a hundred chart to subtract tens and ones. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will count backward by tens from 120. The student will determine sums and differences, using various methods. The student will create and solve single-step and two- step practical problems involving addition and subtraction. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Develop: Visual Learning Subtract on a Hundred Chart: Visual Learning Curriculum Standards: Use a hundred chart to subtract tens and ones. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will count backward by tens from 120. The student will determine sums and differences, using various methods. The student will create and solve single-step and two- step practical problems involving addition and subtraction. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Subtract on a Hundred Chart: Do You Understand? Curriculum Standards: Use a hundred chart to subtract tens and ones. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will count backward by tens from 120. The student will determine sums and differences, using various methods. The student will create and solve single-step and two- step practical problems involving addition and subtraction. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Subtract on a Hundred Chart: Practice 16-6: Models to Subtract 2- and 1-Digit Numbers Student's Edition eText: Grade 1 Lesson 16-6 Interactive Student Edition: Grade 1 Lesson 16-6 Develop: Problem-Based Learning Models to Subtract 2- and 1-Digit Numbers: Solve & Share Curriculum Standards: Use place value and models to subtract 2-digit and 1-digit numbers. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Use objects and number lines to represent number sentences. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Develop: Visual Learning Models to Subtract 2- and 1-Digit Numbers: Visual Learning Curriculum Standards: Use place value and models to subtract 2-digit and 1-digit numbers. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Use objects and number lines to represent number sentences. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Models to Subtract 2- and 1-Digit Numbers: Do You Understand? Curriculum Standards: Use place value and models to subtract 2-digit and 1-digit numbers. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Use objects and number lines to represent number sentences. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Models to Subtract 2- and 1-Digit Numbers: Practice 16-7: Tell Time to Five Minutes Student's Edition eText: Grade 1 Lesson 16-7 Interactive Student Edition: Grade 1 Lesson 16-7 Develop: Problem-Based Learning Tell Time to Five Minutes: Solve & Share Curriculum Standards: Tell time to the nearest five minutes. Count within 1000 and skip- count by 5s, 10s and 100s. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. The student will tell time and write time to the nearest five minutes, using analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Count within 1000 by 1s, 10s and 100s starting with any number. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Describe a time shown on a digital clock as representing hours and minutes, and relate a time shown on a digital clock to the same time on an analog clock. Develop: Visual Learning Tell Time to Five Minutes: Visual Learning Curriculum Standards: Tell time to the nearest five minutes. Count within 1000 and skip- count by 5s, 10s and 100s. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. The student will tell time and write time to the nearest five minutes, using analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Count within 1000 by 1s, 10s and 100s starting with any number. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Describe a time shown on a digital clock as representing hours and minutes, and relate a time shown on a digital clock to the same time on an analog clock. Tell Time to Five Minutes: Do You Understand? Curriculum Standards: Tell time to the nearest five minutes. Count within 1000 and skip- count by 5s, 10s and 100s. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. The student will tell time and write time to the nearest five minutes, using analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Count within 1000 by 1s, 10s and 100s starting with any number. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Describe a time shown on a digital clock as representing hours and minutes, and relate a time shown on a digital clock to the same time on an analog clock. Tell Time to Five Minutes: Practice 16-8: Understand Hundreds Student's Edition eText: Grade 1 Lesson 16-8 Interactive Student Edition: Grade 1 Lesson 16-8 Develop: Problem-Based Learning Understand Hundreds: Solve & Share Curriculum Standards: Understand place value and count by hundreds to 1,000. 100 can be thought of as a bundle of ten tens – called a “hundred.” Numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight or nine hundreds, and 0 tens and 0 ones. The student will read, write, and identify the place and value of each digit in a three-digit numeral, with and without models. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Read, write, discuss, and represent whole numbers up to 1,000. Representations may include numerals, words, pictures, tally marks, number lines and manipulatives. Use place value to describe whole numbers between 10 and 1,000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1,000 is 10 hundreds. Unitize by making a hundred from a collection of ten tens. Demonstrate that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds, with 0 tens and 0 ones. Compose and decompose numbers using various groupings of hundreds, tens, and ones. Understand three-digit numbers are composed of hundreds, tens and ones. Understand that 100 can be thought of as 10 tens – called a “hundred”. Develop: Visual Learning Understand Hundreds: Visual Learning Curriculum Standards: Understand place value and count by hundreds to 1,000. 100 can be thought of as a bundle of ten tens – called a “hundred.” Numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight or nine hundreds, and 0 tens and 0 ones. The student will read, write, and identify the place and value of each digit in a three-digit numeral, with and without models. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Read, write, discuss, and represent whole numbers up to 1,000. Representations may include numerals, words, pictures, tally marks, number lines and manipulatives. Use place value to describe whole numbers between 10 and 1,000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1,000 is 10 hundreds. Unitize by making a hundred from a collection of ten tens. Demonstrate that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds, with 0 tens and 0 ones. Compose and decompose numbers using various groupings of hundreds, tens, and ones. Understand three-digit numbers are composed of hundreds, tens and ones. Understand that 100 can be thought of as 10 tens – called a “hundred”. Understand Hundreds: Do You Understand? Curriculum Standards: Understand place value and count by hundreds to 1,000. 100 can be thought of as a bundle of ten tens – called a “hundred.” Numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight or nine hundreds, and 0 tens and 0 ones. The student will read, write, and identify the place and value of each digit in a three-digit numeral, with and without models. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Read, write, discuss, and represent whole numbers up to 1,000. Representations may include numerals, words, pictures, tally marks, number lines and manipulatives. Use place value to describe whole numbers between 10 and 1,000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1,000 is 10 hundreds. Unitize by making a hundred from a collection of ten tens. Demonstrate that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds, with 0 tens and 0 ones. Compose and decompose numbers using various groupings of hundreds, tens, and ones. Understand three-digit numbers are composed of hundreds, tens and ones. Understand that 100 can be thought of as 10 tens – called a “hundred”. Understand Hundreds: Practice 16-9: Counting Hundreds, Tens, and Ones Student's Edition eText: Grade 1 Lesson 16-9 Interactive Student Edition: Grade 1 Lesson 16-9 Develop: Problem-Based Learning Counting Hundreds, Tens, and Ones: Solve & Share Curriculum Standards: Use place-value blocks and drawings to model and write 3-digit numbers. Understand that the three digits of a three-digit number represent amounts of hundreds, tens and ones (e.g., 706 equals 7 hundreds, 0 tens and 6 ones). Understand the following as special cases: Read and write numbers to 1000 using base-ten numerals, number names and expanded form. The student will read, write, and identify the place and value of each digit in a three-digit numeral, with and without models. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Read, write, discuss, and represent whole numbers up to 1,000. Representations may include numerals, words, pictures, tally marks, number lines and manipulatives. Use place value to describe whole numbers between 10 and 1,000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1,000 is 10 hundreds. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. Unitize by making a hundred from a collection of ten tens. Demonstrate that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds, with 0 tens and 0 ones. Compose and decompose numbers using various groupings of hundreds, tens, and ones. Read and write numbers, within 1000, using base-ten numerals, number names, and expanded form. Understand three-digit numbers are composed of hundreds, tens and ones. Count within 1000 by 1s, 10s and 100s starting with any number. Add or subtract within 1000, and justify the solution. Develop: Visual Learning Counting Hundreds, Tens, and Ones: Visual Learning Curriculum Standards: Use place-value blocks and drawings to model and write 3-digit numbers. Understand that the three digits of a three-digit number represent amounts of hundreds, tens and ones (e.g., 706 equals 7 hundreds, 0 tens and 6 ones). Understand the following as special cases: Read and write numbers to 1000 using base-ten numerals, number names and expanded form. The student will read, write, and identify the place and value of each digit in a three-digit numeral, with and without models. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Read, write, discuss, and represent whole numbers up to 1,000. Representations may include numerals, words, pictures, tally marks, number lines and manipulatives. Use place value to describe whole numbers between 10 and 1,000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1,000 is 10 hundreds. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. Unitize by making a hundred from a collection of ten tens. Demonstrate that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds, with 0 tens and 0 ones. Compose and decompose numbers using various groupings of hundreds, tens, and ones. Read and write numbers, within 1000, using base-ten numerals, number names, and expanded form. Understand three-digit numbers are composed of hundreds, tens and ones. Count within 1000 by 1s, 10s and 100s starting with any number. Add or subtract within 1000, and justify the solution. Counting Hundreds, Tens, and Ones: Do You Understand? Curriculum Standards: Use place-value blocks and drawings to model and write 3-digit numbers. Understand that the three digits of a three-digit number represent amounts of hundreds, tens and ones (e.g., 706 equals 7 hundreds, 0 tens and 6 ones). Understand the following as special cases: Read and write numbers to 1000 using base-ten numerals, number names and expanded form. The student will read, write, and identify the place and value of each digit in a three-digit numeral, with and without models. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Read, write, discuss, and represent whole numbers up to 1,000. Representations may include numerals, words, pictures, tally marks, number lines and manipulatives. Use place value to describe whole numbers between 10 and 1,000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1,000 is 10 hundreds. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. Unitize by making a hundred from a collection of ten tens. Demonstrate that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds, with 0 tens and 0 ones. Compose and decompose numbers using various groupings of hundreds, tens, and ones. Read and write numbers, within 1000, using base-ten numerals, number names, and expanded form. Understand three-digit numbers are composed of hundreds, tens and ones. Count within 1000 by 1s, 10s and 100s starting with any number. Add or subtract within 1000, and justify the solution. Counting Hundreds, Tens, and Ones: Practice 16-10: Skip Count by 5, 10, and 100 to 1,000 Student's Edition eText: Grade 1 Lesson 16-10 Interactive Student Edition: Grade 1 Lesson 16-10 Develop: Problem-Based Learning Skip Count by 5, 10, and 100, to 1,000: Solve & Share Curriculum Standards: Skip count by 5s, 10s, and 100s using a number line. Count within 1000 and skip-count by 5s, 10s and 100s. The student will identify the number that is 10 more, 10 less, 100 more, and 100 less than a given number up to 999. The student will count forward by twos, fives, and tens to 120, starting at various multiples of 2, 5, or 10. The student will identify, describe, create, extend, and transfer patterns found in objects, pictures, and numbers. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Read, write, discuss, and represent whole numbers up to 1,000. Representations may include numerals, words, pictures, tally marks, number lines and manipulatives. Represent, create, describe, complete, and extend growing and shrinking patterns with quantity and numbers in a variety of real-world and mathematical contexts. Count within 1000; skip-count by 5s, 10s, and 100s. Count within 1000 by 1s, 10s and 100s starting with any number. Read and write numbers to 1000 using number names, base-ten numerals and expanded form. Add or subtract within 1000, and justify the solution. Develop: Visual Learning Skip Count by 5, 10, and 100, to 1,000: Visual Learning Curriculum Standards: Skip count by 5s, 10s, and 100s using a number line. Count within 1000 and skip-count by 5s, 10s and 100s. The student will identify the number that is 10 more, 10 less, 100 more, and 100 less than a given number up to 999. The student will count forward by twos, fives, and tens to 120, starting at various multiples of 2, 5, or 10. The student will identify, describe, create, extend, and transfer patterns found in objects, pictures, and numbers. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Read, write, discuss, and represent whole numbers up to 1,000. Representations may include numerals, words, pictures, tally marks, number lines and manipulatives. Represent, create, describe, complete, and extend growing and shrinking patterns with quantity and numbers in a variety of real-world and mathematical contexts. Count within 1000; skip-count by 5s, 10s, and 100s. Count within 1000 by 1s, 10s and 100s starting with any number. Read and write numbers to 1000 using number names, base-ten numerals and expanded form. Add or subtract within 1000, and justify the solution. Skip Count by 5, 10, and 100, to 1,000: Do You Understand? Curriculum Standards: Skip count by 5s, 10s, and 100s using a number line. Count within 1000 and skip-count by 5s, 10s and 100s. The student will identify the number that is 10 more, 10 less, 100 more, and 100 less than a given number up to 999. The student will count forward by twos, fives, and tens to 120, starting at various multiples of 2, 5, or 10. The student will identify, describe, create, extend, and transfer patterns found in objects, pictures, and numbers. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Read, write, discuss, and represent whole numbers up to 1,000. Representations may include numerals, words, pictures, tally marks, number lines and manipulatives. Represent, create, describe, complete, and extend growing and shrinking patterns with quantity and numbers in a variety of real-world and mathematical contexts. Count within 1000; skip-count by 5s, 10s, and 100s. Count within 1000 by 1s, 10s and 100s starting with any number. Read and write numbers to 1000 using number names, base-ten numerals and expanded form. Add or subtract within 1000, and justify the solution. Skip Count by 5, 10, and 100, to 1,000: Practice Math Diagnosis and Intervention System 2.0 Booklet A: Numbers, Place Value, Money, and Patterns in Grades K-3 A1: Zero to Five Curriculum Standards: Use math to explain what you know about counting. 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. 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. 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. The student will tell how many are in a given set of 20 or fewer objects by counting orally. The student will read, write, and represent numbers from 0 through 20. 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. 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. Count, with and without objects, forward and backward to at least 20. Recognize that a number can be used to represent how many objects are in a set up to 10. Count forward, with and without objects, from any given number up to 10. 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. Construct viable arguments and critique the reasoning of others. Compare groups by counting. 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). Compare two numbers between 1 and 10 presented as written numerals. 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). Compare and order whole numbers, with and without objects, from 0 to 20. Using the words more than, less than or equal to compare and order whole numbers, with and without objects, from 0 to 10. 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. Compare two numbers, within 10, presented as written numerals. Construct viable arguments and critique the reasoning of others. Compare two or more sets of objects and identify which set is equal to, more than or less than the other. Compare two numerals, between 1 and 10, and determine which is more than or less than the other. Compare category counts using appropriate language. A2: More and Fewer A3: Six to Ten Curriculum Standards: Count to the numbers 6 and 7. 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. The student will tell how many are in a given set of 20 or fewer objects by counting orally. 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. Count, with and without objects, forward and backward to at least 20. Count aloud forward in sequence to 100 by 1’s and 10’s. Recognize that a number can be used to represent how many objects are in a set up to 10. Count forward, with and without objects, from any given number up to 10. 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). Given a number from 1–20, count out that many objects. Read and write the numbers 6 and 7. 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). 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. The student will read, write, and represent numbers from 0 through 20. 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. 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. 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. Given 20 objects arranged in a line, a rectangular array, and a circle, identify how many. Given 10 objects in a scattered arrangement, identify how many. Count to the numbers 8 and 9. 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. Count forward beginning from a given number between 1 and 20. Read and write numerals and represent a number of objects from 0 to 20. Demonstrate that a number can be used to represent “how many” are in a set. A4: Ordinal Numbers Through Tenth A5: Spatial Patterns for Numbers to 10 A6: Comparing Numbers A7: Comparing Numbers to 10 A8: Numbers to 12 Curriculum Standards: Count and write numbers 11 and 12. 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). 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. The student will tell how many are in a given set of 20 or fewer objects by counting orally. The student will read, write, and represent numbers from 0 through 20. 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. 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. Count, with and without objects, forward and backward to at least 20. Count aloud forward in sequence to 100 by 1’s and 10’s. Count to the numbers 8 and 9. 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. Count forward, with and without objects, from any given number up to 10. 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). Given a number from 1–20, count out that many objects. 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. Given 20 objects arranged in a line, a rectangular array, and a circle, identify how many. Given 10 objects in a scattered arrangement, identify how many. 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. Count forward beginning from a given number between 1 and 20. Read and write numerals and represent a number of objects from 0 to 20. Demonstrate that a number can be used to represent “how many” are in a set. A9: Ordering Numbers to 12 with a Number Line A10: 11 to 19 Curriculum Standards: Count and write numbers 13, 14, and 15. 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). 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. The student will tell how many are in a given set of 20 or fewer objects by counting orally. The student will read, write, and represent numbers from 0 through 20. 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. 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. Count, with and without objects, forward and backward to at least 20. Count aloud forward in sequence to 100 by 1’s and 10’s. 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. Given a number from 1– 20, count out that many objects. Given 20 objects arranged in a line, a rectangular array, and a circle, identify how many. Given 10 objects in a scattered arrangement, identify how many. Count forward beginning from a given number between 1 and 20. Read and write numerals and represent a number of objects from 0 to 20. Demonstrate that a number can be used to represent “how many” are in a set. A11: Number Words to Twenty A12: Numbers to 30 A13: Counting to 100 Curriculum Standards: Count by tens and ones from any number up to 100. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). The student will count forward orally by ones from 0 to 100. Count, with and without objects, forward and backward to at least 20. 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 ?, ??, ???. Count aloud forward in sequence to 100 by 1’s and 10’s. Counting to 100 by ones. Counting to 100 by tens. Count forward beginning from a given number within the known sequence, instead of having to begin at 1. Count to 100 by ones and tens. Count forward beginning from a given number between 1 and 20. A14: Counting Backward from 20 A15: Counting Backward from 100 A16: Counting by 10s to 100 Curriculum Standards: Skip count by tens to 100. Count to 100 by ones and by tens. The student will count forward by tens to determine the total number of objects to 100. Show groups of 10 with connecting cubes. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) 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). The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Add 2 multiples of 10. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Find a number that is 10 more or 10 less than a given number. 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. Count, with and without objects, forward and backward to at least 20. 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 ?, ??, ???. Count aloud forward in sequence to 100 by 1’s and 10’s. Counting to 100 by ones. Counting to 100 by tens. Unitize by making a ten from a collection of ten ones. 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. A two-digit number and a one-digit number A two- digit number and a multiple of 10 Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). Add within 100. Count to 100 by ones and tens. A17: Using Numbers 11 to 20 A18: Making Numbers 11 to 20 Curriculum Standards: Make the numbers 17, 18, and 19. 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. The student will tell how many are in a given set of 20 or fewer objects by counting orally. The student will investigate and describe part-whole relationships for numbers up to 10. Read and write numbers 11 to 19. 10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. Count, with and without objects, forward and backward to at least 20. Compose and decompose numbers up to 10 with objects and pictures. 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. Using objects or drawings. Recording each composition or decomposition by a drawing or expression. Understanding that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Unitize by making a ten from a collection of ten ones. Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numerals and represent a number of objects with a written numeral. Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. Understand two-digit numbers are composed of ten(s) and one(s). A19: Counting from any Number Curriculum Standards: Count forward from any number to a number within 20. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Understand that each successive number name refers to a quantity that is one larger. The student will count forward orally by ones from 0 to 100. Count by 1s to 120. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count, with and without objects, forward and backward to at least 20. Find a number that is 1 more or 1 less than a given number. Count aloud forward in sequence to 100 by 1’s and 10’s. Count forward beginning from a given number within the known sequence, instead of having to begin at 1. Given up to 20 objects, name the next successive number when an object is added, recognizing the quantity is one more/greater. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count forward beginning from a given number between 1 and 20. Demonstrate that each successive number name refers to a quantity that is one larger than the previous number. A20: Using Skip Counting A21: Odd and Even Curriculum Standards: Tell if a group of objects is even or odd. Use knowledge of even and odd numbers to identify multiplication patterns. Use different ways to tell if a group of objects shows an even or odd number. Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g. by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. The student will use objects to determine whether a number is even or odd. The student will identify, describe, create, extend, and transfer patterns found in objects, pictures, and numbers. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain those using properties of operations (e.g., observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends). The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Demonstrate fluency with addition and subtraction, within 20, using mental strategies. Pairing objects, then counting them by 2s. Determining whether objects can be placed into two equal groups. Writing an equation to express an even number as a sum of two equal addends. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Interpret the divisor and quotient in a division equation as representing the number of equal groups and the number of objects in each group. Illustrate and explain strategies including arrays, repeated addition or subtraction, and decomposing a factor. Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem. Interpret patterns of multiplication on a hundreds board and/or multiplication table. Demonstrate fluency with addition and subtraction within 20. Determine if a set of objects has an odd or even number of members. Count by 2s to 100 starting with any even number. Express even numbers as pairings or groups of 2, and write an expression to represent the number using addends of 2. Express even numbers as being composed of equal groups and write an expression to represent the number with 2 equal addends. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers. Identify arithmetic patterns and explain the patterns using properties of operations. A22: Before, After, and Between A23: Counting with Tens and Ones Curriculum Standards: Use drawings to solve problems with tens and ones. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand two-digit numbers are composed of ten(s) and one(s). A24: Tens Curriculum Standards: Find better and faster ways to solve problems. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. A25: Tens and Ones Curriculum Standards: Break apart numbers into tens and ones to find their sum. Break apart addends and combine them in different ways to make numbers that are easy to add mentally. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. Use drawings to solve problems with tens and ones. Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. Add within 100 using place-value strategies. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two- digit numbers. Apply commutative and identity properties and number sense to find values for unknowns that make number sentences involving addition and subtraction true or false. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Count, with and without objects, forward and backward from any given number up to 120. Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Use tens and ones to make numbers in different ways. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Selecting an appropriate strategy in order to efficiently compute sums and differences. Add up to three two-digit numbers using strategies based on place value and properties of operations. Comparing addition and subtraction strategies, and explaining why they work. Understand that the two digits of a two-digit number represent amounts of tens and ones. Look for and make use of structure. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Understand two-digit numbers are composed of ten(s) and one(s). Look for and make use of structure. A26: Number Patterns to 100 Curriculum Standards: Use patterns to count to 30. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). The student will count forward orally by ones from 0 to 100. Use place-value blocks to compare 2 two- digit numbers. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Count, with and without objects, forward and backward to at least 20. 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 ?, ??, ???. Count aloud forward in sequence to 100 by 1’s and 10’s. Counting to 100 by ones. Counting to 100 by tens. Count forward beginning from a given number within the known sequence, instead of having to begin at 1. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. Count to 100 by ones and tens. Count forward beginning from a given number between 1 and 20. A27: 1 More or Less, 10 More or Less Curriculum Standards: Use mental math to add tens to two-digit numbers. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. Find a number that is 10 more or 10 less than a given number up to 100. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Calculate 10 more or 10 less than a given number mentally without having to count. A28: Using >, <, and = to Compare Numbers Curriculum Standards: Compare two numbers using a greater than, a less than, or an equal to sign. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 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. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Compare and order whole numbers from 0 to 100. Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers using the symbols >, = or <. A29: Ordering Three Numbers A30: Number Words A31: Numbers to 100 on the Number Line A32: Counting by Hundreds Curriculum Standards: Understand place value and count by hundreds to 1,000. Make and name a number in different ways to show the same value. 100 can be thought of as a bundle of ten tens – called a “hundred.” Numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight or nine hundreds, and 0 tens and 0 ones. The student will read, write, and identify the place and value of each digit in a three-digit numeral, with and without models. Read and write numbers to 1000 using base-ten numerals, number names and expanded form. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Read, write, discuss, and represent whole numbers up to 1,000. Representations may include numerals, words, pictures, tally marks, number lines and manipulatives. Use place value to describe whole numbers between 10 and 1,000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1,000 is 10 hundreds. Unitize by making a hundred from a collection of ten tens. Demonstrate that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds, with 0 tens and 0 ones. Compose and decompose numbers using various groupings of hundreds, tens, and ones. Read and write numbers, within 1000, using base-ten numerals, number names, and expanded form. Understand three-digit numbers are composed of hundreds, tens and ones. Understand that 100 can be thought of as 10 tens – called a “hundred”. Count within 1000 by 1s, 10s and 100s starting with any number. Read and write numbers to 1000 using number names, base-ten numerals and expanded form. Add or subtract within 1000, and justify the solution. A33: Building Numbers to 999 Curriculum Standards: Read and write 3-digit numbers in expanded form, standard form, and word form. Make and name a number in different ways to show the same value. Use place-value blocks and drawings to model and write 3-digit numbers. Understand that the three digits of a three-digit number represent amounts of hundreds, tens and ones (e.g., 706 equals 7 hundreds, 0 tens and 6 ones). Understand the following as special cases: Read and write numbers to 1000 using base-ten numerals, number names and expanded form. The student will read, write, and identify the place and value of each digit in a three-digit numeral, with and without models. 100 can be thought of as a bundle of ten tens – called a “hundred.” Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Read, write, discuss, and represent whole numbers up to 1,000. Representations may include numerals, words, pictures, tally marks, number lines and manipulatives. Use place value to describe whole numbers between 10 and 1,000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1,000 is 10 hundreds. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. Unitize by making a hundred from a collection of ten tens. Demonstrate that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds, with 0 tens and 0 ones. Compose and decompose numbers using various groupings of hundreds, tens, and ones. Read and write numbers, within 1000, using base-ten numerals, number names, and expanded form. Understand three-digit numbers are composed of hundreds, tens and ones. Count within 1000 by 1s, 10s and 100s starting with any number. Add or subtract within 1000, and justify the solution. Understand that 100 can be thought of as 10 tens – called a “hundred”. Read and write numbers to 1000 using number names, base-ten numerals and expanded form. A34: Reading and Writing Numbers to 999 Curriculum Standards: Read and write 3-digit numbers in expanded form, standard form, and word form. Make and name a number in different ways to show the same value. Understand that the three digits of a three-digit number represent amounts of hundreds, tens and ones (e.g., 706 equals 7 hundreds, 0 tens and 6 ones). Understand the following as special cases: Read and write numbers to 1000 using base-ten numerals, number names and expanded form. The student will read, write, and identify the place and value of each digit in a three-digit numeral, with and without models. 100 can be thought of as a bundle of ten tens – called a “hundred.” Tell the value of a digit by where it is placed in a number. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Read, write, discuss, and represent whole numbers up to 1,000. Representations may include numerals, words, pictures, tally marks, number lines and manipulatives. Use place value to describe whole numbers between 10 and 1,000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1,000 is 10 hundreds. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. Unitize by making a hundred from a collection of ten tens. Demonstrate that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds, with 0 tens and 0 ones. Compose and decompose numbers using various groupings of hundreds, tens, and ones. Read and write numbers, within 1000, using base-ten numerals, number names, and expanded form. Understand three-digit numbers are composed of hundreds, tens and ones. Understand that 100 can be thought of as 10 tens – called a “hundred”. Count within 1000 by 1s, 10s and 100s starting with any number. Read and write numbers to 1000 using number names, base- ten numerals and expanded form. Add or subtract within 1000, and justify the solution. A35: Patterns with Numbers on Hundreds Charts Curriculum Standards: Use place-value patterns to mentally count by 1s and 10s from a given number. Add 10 or 100 mentally using place value. Use an open number line to add 3-digit numbers. Mentally add 10 or 100 to a given number 100-900 and mentally subtract 10 or 100 from a given number 100-900. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will identify the number that is 10 more, 10 less, 100 more, and 100 less than a given number up to 999. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones and sometimes it is necessary to compose or decompose tens or hundreds. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Count within 1000 and skip-count by 5s, 10s and 100s. The student will count forward by twos, fives, and tens to 120, starting at various multiples of 2, 5, or 10. The student will identify, describe, create, extend, and transfer patterns found in objects, pictures, and numbers. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Read, write, discuss, and represent whole numbers up to 1,000. Representations may include numerals, words, pictures, tally marks, number lines and manipulatives. Represent, create, describe, complete, and extend growing and shrinking patterns with quantity and numbers in a variety of real-world and mathematical contexts. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Concrete models or drawings Strategies based on place value Properties of operations Count within 1000; skip-count by 5s, 10s, and 100s. Count within 1000 by 1s, 10s and 100s starting with any number. Read and write numbers to 1000 using number names, base-ten numerals and expanded form. Add or subtract within 1000, and justify the solution. Add or subtract mentally 10 or 100 to or from a given number within 1000. Demonstrate fluency with addition and subtraction within 100. A36: Comparing Numbers to 999 Curriculum Standards: Compare numbers using place value. Compare two three-digit numbers based on meanings of the hundreds, tens and ones digits, using >, = and < symbols to record the results of comparisons. The student will compare and order whole numbers between 0 and 999. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Compare and order whole numbers up to 1000. Use place value to compare and order whole numbers up to 1,000 using comparative language, numbers, and symbols (e.g., 425 > 276, 73 < 107, page 351 comes after page 350, 753 is between 700 and 800). Compare two three-digit numbers based on the value of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Compare two three-digit numbers using the symbols >, = or <. A37: Before, After, and Between A38: Ordering Numbers to 999 A39: Numbers to 999 on the Number Line Curriculum Standards: Use an open number line to count back to subtract 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Concrete models or drawings Strategies based on place value Properties of operations Relationship between addition and subtraction Count within 1000 by 1s, 10s and 100s starting with any number. Add or subtract within 1000, and justify the solution. A40: Skip Counting on the Number Line Curriculum Standards: Skip count by 5s, 10s, and 100s using a number line. Count within 1000 and skip-count by 5s, 10s and 100s. The student will identify the number that is 10 more, 10 less, 100 more, and 100 less than a given number up to 999. The student will count forward by twos, fives, and tens to 120, starting at various multiples of 2, 5, or 10. The student will identify, describe, create, extend, and transfer patterns found in objects, pictures, and numbers. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Read, write, discuss, and represent whole numbers up to 1,000. Representations may include numerals, words, pictures, tally marks, number lines and manipulatives. Represent, create, describe, complete, and extend growing and shrinking patterns with quantity and numbers in a variety of real-world and mathematical contexts. Count within 1000; skip-count by 5s, 10s, and 100s. Count within 1000 by 1s, 10s and 100s starting with any number. Read and write numbers to 1000 using number names, base-ten numerals and expanded form. Add or subtract within 1000, and justify the solution. A41: Ways to Show Numbers Curriculum Standards: Read and write 3-digit numbers in expanded form, standard form, and word form. Make and name a number in different ways to show the same value. Understand that the three digits of a three-digit number represent amounts of hundreds, tens and ones (e.g., 706 equals 7 hundreds, 0 tens and 6 ones). Understand the following as special cases: Read and write numbers to 1000 using base-ten numerals, number names and expanded form. The student will read, write, and identify the place and value of each digit in a three-digit numeral, with and without models. 100 can be thought of as a bundle of ten tens – called a “hundred.” Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Read, write, discuss, and represent whole numbers up to 1,000. Representations may include numerals, words, pictures, tally marks, number lines and manipulatives. Use place value to describe whole numbers between 10 and 1,000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1,000 is 10 hundreds. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. Unitize by making a hundred from a collection of ten tens. Demonstrate that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds, with 0 tens and 0 ones. Compose and decompose numbers using various groupings of hundreds, tens, and ones. Read and write numbers, within 1000, using base-ten numerals, number names, and expanded form. Understand three-digit numbers are composed of hundreds, tens and ones. Understand that 100 can be thought of as 10 tens – called a “hundred”. Count within 1000 by 1s, 10s and 100s starting with any number. Read and write numbers to 1000 using number names, base-ten numerals and expanded form. Add or subtract within 1000, and justify the solution. A42: Place-Value Patterns A43: Reading and Writing 4-Digit Numbers A44: Comparing and Ordering Numbers A45: Rounding to the Nearest Ten and Hundred Curriculum Standards: Use place value and a number line to round numbers. Use place value understanding to round whole numbers to the nearest 10 or 100. The student will round whole numbers, 9,999 or less, to the nearest ten, hundred, and thousand. Read, write and represent whole numbers up to 100,000. Representations may include numerals, expressions with operations, words, pictures, number lines, and manipulatives such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 1000 and 100,000 in terms of ten thousands, thousands, hundreds, tens and ones. Round numbers to the nearest 10,000, 1000, 100 and 10. Round up and round down to estimate sums and differences. Recognize when to round numbers and apply understanding to round numbers to the nearest ten thousand, thousand, hundred, and ten and use compatible numbers to estimate sums and differences. Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Round whole numbers to the nearest 10 or 100. A46: Numbers Halfway Between and Rounding A47: Equal Parts Curriculum Standards: Determine whether shapes are divided into equal shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two and four equal shares. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. A48: Understanding Fractions to Fourths Curriculum Standards: Divide circles and rectangles into halves, thirds, and fourths. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. The student will name and write fractions represented by a set, region, or length model for halves, fourths, eighths, thirds, and sixths. The student will represent fractional parts with models and with symbols. Divide shapes into 2 and 4 equal shares and use words to describe those shares. 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 and understand for these examples that decomposing into more equal shares creates smaller shares. The student will represent and solve practical problems involving equal sharing with two or four sharers. The student will represent and name fractions for halves and fourths, using models. Identify the parts of a set and area that represent fractions for halves, thirds, and fourths. Construct equal-sized portions through fair sharing including length, set, and area models for halves, thirds, and fourths. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition a regular polygon using physical models and recognize when those parts are equal. Partition circles and rectangles into two, three, or four equal shares. Describe the shares using the words halves, thirds, half of, a third of, fourths, fourth of, quarter of. Describe the whole as two halves, three thirds, four fourths. Explain that equal shares of identical wholes need not have the same shape. Partition circles and rectangles into two and four equal shares. Describe the shares as halves and fourths, as half of and fourth of. Describe the whole as two of, or four of the shares. Explain that decomposing into more equal shares creates smaller shares. Partition circles and rectangles into two, three or four equal shares, and describe the shares and the whole. Demonstrate that equal shares of identical wholes need not have the same shape. Partition circles and rectangles into two or four equal shares, and describe the shares and the wholes verbally. A49: Halves A50: Fractions of a Set A51: Estimating Fractional Amounts Curriculum Standards: Use benchmark numbers to compare fractions. Explain equivalence of fractions in special cases and compare fractions by reasoning about their size. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, = or < and justify the conclusions (e.g., by using a visual fraction model). Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. The student will compare fractions having like and unlike denominators, using words and symbols (>, <, =, or ?), with models. Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a whole, parts of a set, points on a number line, or distances on a number line. Understand that the size of a fractional part is relative to the size of the whole. Order and compare unit fractions and fractions with like denominators by using models and an understanding of the concept of numerator and denominator. Use models and number lines to order and compare fractions that are related to the same whole. Composing and decomposing fractions into equivalent fractions using related fractions: halves, fourths and eighths; thirds and sixths. Compare two fractions with the same numerator or the same denominator by reasoning about their size, using area and length models, and using the >, <, and = symbols. Recognize that comparisons are valid only when the two fractions refer to the same whole with denominators: halves, fourths and eighths; thirds and sixths. Recognize and generate equivalent fractions using visual models, and justify why the fractions are equivalent. Compare two fractions with the same numerator or denominator using the symbols >, = or <, and justify the solution. Explain why fraction comparisons are only valid when the two fractions refer to the same whole. A52: Equal Parts of a Whole Curriculum Standards: Divide circles and rectangles into halves, thirds, and fourths. Understand how to read and write unit fractions for equal-size parts of a region. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as ¼ or the area of the shape. The student will name and write fractions and mixed numbers represented by a model. The student will represent fractions and mixed numbers with models and symbols. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. The student will name and write fractions represented by a set, region, or length model for halves, fourths, eighths, thirds, and sixths. The student will represent fractional parts with models and with symbols. Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a whole, parts of a set, points on a number line, or distances on a number line. Identify the parts of a set and area that represent fractions for halves, thirds, and fourths. Construct equal-sized portions through fair sharing including length, set, and area models for halves, thirds, and fourths. Read and write fractions with words and symbols. Construct fractions using length, set, and area models. Recognize unit fractions and use them to compose and decompose fractions related to the same whole. Use the numerator to describe the number of parts and the denominator to describe the number of partitions. Partition circles and rectangles into two, three, or four equal shares. Describe the shares using the words halves, thirds, half of, a third of, fourths, fourth of, quarter of. Describe the whole as two halves, three thirds, four fourths. Explain that equal shares of identical wholes need not have the same shape. Interpret unit fractions with denominators of 2, 3, 4, 6, and 8 as quantities formed when a whole is partitioned into equal parts; Explain that a unit fraction is one of those parts. Represent and identify unit fractions using area and length models. Interpret fractions with denominators of 2, 3, 4, 6, and 8 using area and length models. Using an area model, explain that the numerator of a fraction represents the number of equal parts of the unit fraction. Partition circles and rectangles into two, three or four equal shares, and describe the shares and the whole. Demonstrate that equal shares of identical wholes need not have the same shape. Understand a unit fraction as the quantity formed by one part when a whole is partitioned into equal parts. Understand that when a whole is partitioned equally, a fraction can be used to represent a portion of the whole. Describe the numerator as representing the number of pieces being considered. Describe the denominator as the number of pieces that make the whole. Partition shapes into parts with equal areas, and express the area of each part as a unit fraction of the whole. A53: Parts of a Region Curriculum Standards: Use a fraction to represent multiple copies of a unit fraction. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as ¼ or the area of the shape. The student will name and write fractions and mixed numbers represented by a model. The student will represent fractions and mixed numbers with models and symbols. Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a whole, parts of a set, points on a number line, or distances on a number line. Read and write fractions with words and symbols. Construct fractions using length, set, and area models. Recognize unit fractions and use them to compose and decompose fractions related to the same whole. Use the numerator to describe the number of parts and the denominator to describe the number of partitions. Interpret unit fractions with denominators of 2, 3, 4, 6, and 8 as quantities formed when a whole is partitioned into equal parts; Explain that a unit fraction is one of those parts. Represent and identify unit fractions using area and length models. Interpret fractions with denominators of 2, 3, 4, 6, and 8 using area and length models. Using an area model, explain that the numerator of a fraction represents the number of equal parts of the unit fraction. Understand a unit fraction as the quantity formed by one part when a whole is partitioned into equal parts. Understand that when a whole is partitioned equally, a fraction can be used to represent a portion of the whole. Describe the numerator as representing the number of pieces being considered. Describe the denominator as the number of pieces that make the whole. Partition shapes into parts with equal areas, and express the area of each part as a unit fraction of the whole. A54: Parts of a Set A55: Fractions on the Number Line A56: Fractions and Length Curriculum Standards: Represent fractions on a number line. Represent fractions greater than 1 on a number line. Understand a fraction as a number on the number line and represent fractions on a number line diagram. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. (e.g., Given that b parts is 4 parts, then 1/b represents 1/4. Students partition the number line into fourths and locate 1/4 on the number line.) Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. Understand a fraction as a number on the number line and represent fractions on a number line diagram. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. (e.g., Given that a/b represents 3/4 or 6/4, students partition the number line into fourths and represent these fractions accurately on the same number line; students extend the number line to include the number of wholes required for the given fractions.) Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. The student will name and write fractions and mixed numbers represented by a model. The student will represent fractions and mixed numbers with models and symbols. Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a whole, parts of a set, points on a number line, or distances on a number line. Order and compare unit fractions and fractions with like denominators by using models and an understanding of the concept of numerator and denominator. Construct fractions using length, set, and area models. Represent and identify unit fractions using area and length models. Using a number line, explain that the numerator of a fraction represents the number of lengths of the unit fraction from 0. Composing and decomposing fractions into equivalent fractions using related fractions: halves, fourths and eighths; thirds and sixths. Represent fractions on a number line. Understand the whole is the interval from 0 to 1. Understand the whole is partitioned into equal parts. Understand a fraction represents the endpoint of the length a given number of partitions from 0. A57: Using Models to Compare Fractions Curriculum Standards: Use models such as fraction strips to compare fractions that refer to the same whole and have the same denominator. Use models such as fraction strips to compare fractions that refer to the same whole and have the same numerator. Construct math arguments using fractions. Explain equivalence of fractions in special cases and compare fractions by reasoning about their size. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, = or < and justify the conclusions (e.g., by using a visual fraction model). Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. The student will compare fractions having like and unlike denominators, using words and symbols (>, <, =, or ?), with models. Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a whole, parts of a set, points on a number line, or distances on a number line. Understand that the size of a fractional part is relative to the size of the whole. Order and compare unit fractions and fractions with like denominators by using models and an understanding of the concept of numerator and denominator. Construct fractions using length, set, and area models. Recognize unit fractions and use them to compose and decompose fractions related to the same whole. Use the numerator to describe the number of parts and the denominator to describe the number of partitions. Use models and number lines to order and compare fractions that are related to the same whole. Composing and decomposing fractions into equivalent fractions using related fractions: halves, fourths and eighths; thirds and sixths. Compare two fractions with the same numerator or the same denominator by reasoning about their size, using area and length models, and using the >, <, and = symbols. Recognize that comparisons are valid only when the two fractions refer to the same whole with denominators: halves, fourths and eighths; thirds and sixths. Recognize and generate equivalent fractions using visual models, and justify why the fractions are equivalent. Compare two fractions with the same numerator or denominator using the symbols >, = or <, and justify the solution. Explain why fraction comparisons are only valid when the two fractions refer to the same whole. A58: Comparing Fractions on the Number Line A59: Using Models to Find Equivalent Fractions Curriculum Standards: Find equivalent fractions that name the same part of the whole. Explain equivalence of fractions in special cases and compare fractions by reasoning about their size. Understand two fractions as equivalent (equal) if they are the same size or the same point on a number line. Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. Explain equivalence of fractions in special cases and compare fractions by reasoning about their size. Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent (e.g., by using a visual fraction model). Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. The student will name and write fractions and mixed numbers represented by a model. The student will represent fractions and mixed numbers with models and symbols. Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a whole, parts of a set, points on a number line, or distances on a number line. Understand that the size of a fractional part is relative to the size of the whole. Order and compare unit fractions and fractions with like denominators by using models and an understanding of the concept of numerator and denominator. Construct fractions using length, set, and area models. Recognize unit fractions and use them to compose and decompose fractions related to the same whole. Use the numerator to describe the number of parts and the denominator to describe the number of partitions. Composing and decomposing fractions into equivalent fractions using related fractions: halves, fourths and eighths; thirds and sixths. Demonstrate that two fractions are equivalent if they are the same size, or the same point on a number line. Recognize and generate equivalent fractions using visual models, and justify why the fractions are equivalent. A60: Comparing Fractions A61: Money A62: Pennies and Nickels Curriculum Standards: Solve problems with coins. Count within 1000 and skip-count by 5s, 10s and 100s. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately (e.g., If you have 2 dimes and 3 pennies, how many cents do you have?). The student will count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less. The student will use the cent symbol, dollar symbol, and decimal point to write a value of money. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. Determine the value of a collection(s) of coins up to one dollar using the cent symbol. Use a combination of coins to represent a given amount of money up to one dollar. Identify quarters, dimes, and nickels and relate their values to pennies. Count within 1000; skip-count by 5s, 10s, and 100s. Quarters, dimes, nickels, and pennies within 99¢, using ¢ symbols appropriately. Know the value of a penny, nickel, dime and quarter. Count within 1000 by 1s, 10s and 100s starting with any number. Add or subtract within 1000, and justify the solution. Find the value of combinations of dollar bills, quarters, dimes, nickels and pennies, using $ and ¢ appropriately. Find combinations of coins that equal a given amount. Identify pennies, nickels, dimes and quarters. A63: Dimes Curriculum Standards: Solve problems with coins. Count within 1000 and skip-count by 5s, 10s and 100s. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately (e.g., If you have 2 dimes and 3 pennies, how many cents do you have?). The student will count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less. The student will use the cent symbol, dollar symbol, and decimal point to write a value of money. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. Determine the value of a collection(s) of coins up to one dollar using the cent symbol. Use a combination of coins to represent a given amount of money up to one dollar. Identify quarters, dimes, and nickels and relate their values to pennies. Count within 1000; skip-count by 5s, 10s, and 100s. Quarters, dimes, nickels, and pennies within 99¢, using ¢ symbols appropriately. Know the value of a penny, nickel, dime and quarter. Count within 1000 by 1s, 10s and 100s starting with any number. Add or subtract within 1000, and justify the solution. Find the value of combinations of dollar bills, quarters, dimes, nickels and pennies, using $ and ¢ appropriately. Find combinations of coins that equal a given amount. Identify pennies, nickels, dimes and quarters. A64: Counting Pennies, Nickels, and Dimes Curriculum Standards: Solve problems with coins. Count within 1000 and skip-count by 5s, 10s and 100s. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately (e.g., If you have 2 dimes and 3 pennies, how many cents do you have?). The student will count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less. The student will use the cent symbol, dollar symbol, and decimal point to write a value of money. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. Determine the value of a collection(s) of coins up to one dollar using the cent symbol. Use a combination of coins to represent a given amount of money up to one dollar. Identify quarters, dimes, and nickels and relate their values to pennies. Count within 1000; skip-count by 5s, 10s, and 100s. Quarters, dimes, nickels, and pennies within 99¢, using ¢ symbols appropriately. Know the value of a penny, nickel, dime and quarter. Count within 1000 by 1s, 10s and 100s starting with any number. Add or subtract within 1000, and justify the solution. Find the value of combinations of dollar bills, quarters, dimes, nickels and pennies, using $ and ¢ appropriately. Find combinations of coins that equal a given amount. Identify pennies, nickels, dimes and quarters. A65: Quarters Curriculum Standards: Solve problems with coins. Count within 1000 and skip-count by 5s, 10s and 100s. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately (e.g., If you have 2 dimes and 3 pennies, how many cents do you have?). The student will count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less. The student will use the cent symbol, dollar symbol, and decimal point to write a value of money. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. Determine the value of a collection(s) of coins up to one dollar using the cent symbol. Use a combination of coins to represent a given amount of money up to one dollar. Identify quarters, dimes, and nickels and relate their values to pennies. Count within 1000; skip-count by 5s, 10s, and 100s. Quarters, dimes, nickels, and pennies within 99¢, using ¢ symbols appropriately. Know the value of a penny, nickel, dime and quarter. Count within 1000 by 1s, 10s and 100s starting with any number. Add or subtract within 1000, and justify the solution. Find the value of combinations of dollar bills, quarters, dimes, nickels and pennies, using $ and ¢ appropriately. Find combinations of coins that equal a given amount. Identify pennies, nickels, dimes and quarters. A66: Half-Dollars Curriculum Standards: Solve problems with coins. Count within 1000 and skip-count by 5s, 10s and 100s. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately (e.g., If you have 2 dimes and 3 pennies, how many cents do you have?). The student will count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less. The student will use the cent symbol, dollar symbol, and decimal point to write a value of money. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. Determine the value of a collection(s) of coins up to one dollar using the cent symbol. Use a combination of coins to represent a given amount of money up to one dollar. Identify quarters, dimes, and nickels and relate their values to pennies. Count within 1000; skip-count by 5s, 10s, and 100s. Quarters, dimes, nickels, and pennies within 99¢, using ¢ symbols appropriately. Know the value of a penny, nickel, dime and quarter. Count within 1000 by 1s, 10s and 100s starting with any number. Add or subtract within 1000, and justify the solution. Find the value of combinations of dollar bills, quarters, dimes, nickels and pennies, using $ and ¢ appropriately. Find combinations of coins that equal a given amount. Identify pennies, nickels, dimes and quarters. A67: Counting Sets of Coins Curriculum Standards: Solve problems with coins. Count within 1000 and skip-count by 5s, 10s and 100s. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately (e.g., If you have 2 dimes and 3 pennies, how many cents do you have?). The student will count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less. The student will use the cent symbol, dollar symbol, and decimal point to write a value of money. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. Determine the value of a collection(s) of coins up to one dollar using the cent symbol. Use a combination of coins to represent a given amount of money up to one dollar. Identify quarters, dimes, and nickels and relate their values to pennies. Count within 1000; skip-count by 5s, 10s, and 100s. Quarters, dimes, nickels, and pennies within 99¢, using ¢ symbols appropriately. Know the value of a penny, nickel, dime and quarter. Count within 1000 by 1s, 10s and 100s starting with any number. Add or subtract within 1000, and justify the solution. Find the value of combinations of dollar bills, quarters, dimes, nickels and pennies, using $ and ¢ appropriately. Find combinations of coins that equal a given amount. Identify pennies, nickels, dimes and quarters. A68: Ways to Show the Same Amount A69: Dollars A70: Counting Money A71: Find a Rule A72: Input/Output Tables A73: Geometric Growth Patterns A74: Place Value Through Thousands A75: Rounding Numbers Through Thousands A76: Comparing and Ordering Numbers Through Thousands A77: Rounding Numbers Through Millions A78: Equality and Inequality A79: Using the Distributive Property Curriculum Standards: Use the Distributive Property to solve problems involving multiplication within 100. Use the multiplication table and the Distributive Property to find patterns in factors and products. Use properties of multiplication to find products when one factor is a multiple of 10. Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. The student will solve single-step practical problems involving multiplication of whole numbers, where one factor is 99 or less and the second factor is 5 or less. Apply properties of operations as strategies to multiply and divide (e.g., If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known: Commutative Property of Multiplication. 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30: Associative Property of Multiplication. Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56: Distributive Property. Instructional Note: Students need not use formal terms for these properties. The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. The student will create equations to represent equivalent mathematical relationships. Learn multiplication tables (facts) with speed and memory in order to fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows that 40 ÷ 5 = 8) or properties of operations by the end of Grade 3. Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain those using properties of operations (e.g., observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends). Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two- or three-digit number by a one-digit number. Strategies may include mental strategies, partial products, the standard algorithm, and the commutative, associative, and distributive properties. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two-digit number by a one-digit number. Recognize, represent and apply the number properties (commutative, identity, and associative properties of addition and multiplication) using models and manipulatives to solve problems. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Demonstrate fluency of multiplication facts with factors up to 10. Create, describe, and extend patterns involving addition, subtraction, or multiplication to solve problems in a variety of contexts. Use concrete and pictorial models, based on place value and the properties of operations, to find the product of a one-digit whole number by a multiple of 10 in the range 10–90. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Demonstrate fluency with multiplication and division with factors, quotients and divisors up to and including 10. Know from memory all products with factors up to and including 10. Interpret patterns of multiplication on a hundreds board and/or multiplication table. Apply properties of operations as strategies to multiply and divide. Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers. Use multiplication and division within 100 to solve problems. Demonstrate fluency with products within 100. Identify arithmetic patterns and explain the patterns using properties of operations. Multiply whole numbers by multiples of 10 in the range 10-90. A80: Working with Unit Fractions A81: Equivalent Fractions A82: Fractions and Division A83: Equivalent Fractions and the Number Line Curriculum Standards: Represent equivalent fractions on a number line. Explain equivalence of fractions in special cases and compare fractions by reasoning about their size. Understand two fractions as equivalent (equal) if they are the same size or the same point on a number line. Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. Explain equivalence of fractions in special cases and compare fractions by reasoning about their size. Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent (e.g., by using a visual fraction model). Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. The student will name and write fractions and mixed numbers represented by a model. The student will represent fractions and mixed numbers with models and symbols. Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a whole, parts of a set, points on a number line, or distances on a number line. Understand that the size of a fractional part is relative to the size of the whole. Order and compare unit fractions and fractions with like denominators by using models and an understanding of the concept of numerator and denominator. Construct fractions using length, set, and area models. Composing and decomposing fractions into equivalent fractions using related fractions: halves, fourths and eighths; thirds and sixths. Demonstrate that two fractions are equivalent if they are the same size, or the same point on a number line. Recognize and generate equivalent fractions using visual models, and justify why the fractions are equivalent. A84: Counting Coins and Bills A85: Ways to Make 5 Curriculum Standards: Use patterns to add numbers together. Fluently add and subtract within 5. The student will recognize and describe with fluency part-whole relationships for numbers up to 5. The student will model and solve single-step story and picture problems with sums to 10 and differences within 10, using concrete objects. 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. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Recognize and combine groups with totals up to 5 (conceptual subitizing). Demonstrate fluency with addition and subtraction within 5. Recognize, without counting, the quantity of groups up to 5 objects arranged in common patterns. Demonstrate fluency for addition and subtraction within 5. A86: Equal Groups A87: Ways to Make 10 Curriculum Standards: Find number partners for 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. The student will investigate and describe part-whole relationships for numbers up to 10. 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. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Compose and decompose numbers up to 10 with objects and pictures. Use a variety of representations such as objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, or expressions. 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. Make 10 for any number from 1 to 9. A88: Making Numbers With 10 A89: Count on an Open Number Line Curriculum Standards: Count to 120 using an open number line. 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. The student will count forward orally by ones to 110, starting at any number between 0 and 110. The student will write the numerals 0 to 110 in sequence and out-of-sequence. Count, with and without objects, forward and backward from any given number up to 120. Find a number that is 10 more or 10 less than a given number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 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. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Count to 150, starting at any number less than 150. Read and write numerals, and represent a number of objects with a written numeral, to 100. Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Count by 10s to 120 starting at any number. A90: Arrays and Repeated Addition Curriculum Standards: Find the total number of objects in a set of rows and columns. Make arrays with equal rows or equal columns to solve addition problems. Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. The student will determine sums and differences, using various methods. The student will identify, describe, create, extend, and transfer patterns found in objects, pictures, and numbers. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Use concrete models and structured arrangements, such as repeated addition, arrays and ten frames to develop understanding of multiplication. Use objects and number lines to represent number sentences. Demonstrate fluency with addition and subtraction, within 20, using mental strategies. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. Demonstrate fluency with addition and subtraction within 20. Find the total number of objects arranged in a rectangular array with up to 5 rows and 5 columns, and write an equation to represent the total as a sum of equal addends. A91: Working with Dollar Bills Curriculum Standards: Solve problems with dollar bills and coins that model 100 cents. Solve problems with dollar bills. Count within 1000 and skip-count by 5s, 10s and 100s. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately (e.g., If you have 2 dimes and 3 pennies, how many cents do you have?). Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g. by using drawings and equations with a symbol for the unknown number to represent the problem). Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Identify pennies, nickels, dimes and quarters. Find the value of a group of coins and determine combinations of coins that equal a given amount. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use a combination of coins to represent a given amount of money up to one dollar. Identify quarters, dimes, and nickels and relate their values to pennies. Count within 1000; skip-count by 5s, 10s, and 100s. Quarters, dimes, nickels, and pennies within 99¢, using ¢ symbols appropriately. Whole dollar amounts, using the $ symbol appropriately. One-Step problems: Add to/Take from-Start Unknown Compare-Bigger Unknown Compare-Smaller Unknown Two-Step problems involving single digits: Add to/Take from- Change Unknown Add to/Take from- Change Unknown Know the value of a penny, nickel, dime and quarter. Count within 1000 by 1s, 10s and 100s starting with any number. Add or subtract within 1000, and justify the solution. Find the value of combinations of dollar bills, quarters, dimes, nickels and pennies, using $ and ¢ appropriately. Find combinations of coins that equal a given amount. Identify pennies, nickels, dimes and quarters. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. A92: Understand the Whole Curriculum Standards: Determine and draw the whole (unit) given one part (unit fraction). Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. Explain equivalence of fractions in special cases and compare fractions by reasoning about their size. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. (e.g., Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.) Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. The student will name and write fractions and mixed numbers represented by a model. The student will represent fractions and mixed numbers with models and symbols. Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a whole, parts of a set, points on a number line, or distances on a number line. Understand that the size of a fractional part is relative to the size of the whole. Read and write fractions with words and symbols. Construct fractions using length, set, and area models. Recognize unit fractions and use them to compose and decompose fractions related to the same whole. Use the numerator to describe the number of parts and the denominator to describe the number of partitions. Interpret unit fractions with denominators of 2, 3, 4, 6, and 8 as quantities formed when a whole is partitioned into equal parts; Interpret fractions with denominators of 2, 3, 4, 6, and 8 using area and length models. Explaining that a fraction with the same numerator and denominator equals one whole. Expressing whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Understand a unit fraction as the quantity formed by one part when a whole is partitioned into equal parts. Represent fractions on a number line. Understand the whole is the interval from 0 to 1. Understand the whole is partitioned into equal parts. Understand a fraction represents the endpoint of the length a given number of partitions from 0. A93: Comparing Fractions on a Number Line Curriculum Standards: Use a number line to compare fractions. Construct math arguments using fractions. Explain equivalence of fractions in special cases and compare fractions by reasoning about their size. Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent (e.g., by using a visual fraction model). Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. Explain equivalence of fractions in special cases and compare fractions by reasoning about their size. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, = or < and justify the conclusions (e.g., by using a visual fraction model). Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. The student will represent fractions and mixed numbers with models and symbols. The student will compare fractions having like and unlike denominators, using words and symbols (>, <, =, or ?), with models. Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a whole, parts of a set, points on a number line, or distances on a number line. Understand that the size of a fractional part is relative to the size of the whole. Order and compare unit fractions and fractions with like denominators by using models and an understanding of the concept of numerator and denominator. Use models and number lines to order and compare fractions that are related to the same whole. Composing and decomposing fractions into equivalent fractions using related fractions: halves, fourths and eighths; thirds and sixths. Compare two fractions with the same numerator or the same denominator by reasoning about their size, using area and length models, and using the >, <, and = symbols. Recognize that comparisons are valid only when the two fractions refer to the same whole with denominators: halves, fourths and eighths; thirds and sixths. Construct viable arguments and critique the reasoning of others. Recognize and generate equivalent fractions using visual models, and justify why the fractions are equivalent. Compare two fractions with the same numerator or denominator using the symbols >, = or <, and justify the solution. Explain why fraction comparisons are only valid when the two fractions refer to the same whole. Construct viable arguments and critique the reasoning of others. A94: Whole Numbers and Fractions Curriculum Standards: Use fraction names to represent whole numbers. Explain equivalence of fractions in special cases and compare fractions by reasoning about their size. Understand two fractions as equivalent (equal) if they are the same size or the same point on a number line. Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. Explain equivalence of fractions in special cases and compare fractions by reasoning about their size. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. (e.g., Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.) Instructional Note: Fractions in this standard are limited to denominators of 2, 3, 4, 6, and 8. The student will name and write fractions and mixed numbers represented by a model. The student will represent fractions and mixed numbers with models and symbols. Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a whole, parts of a set, points on a number line, or distances on a number line. Understand that the size of a fractional part is relative to the size of the whole. Order and compare unit fractions and fractions with like denominators by using models and an understanding of the concept of numerator and denominator. Use models and number lines to order and compare fractions that are related to the same whole. Composing and decomposing fractions into equivalent fractions using related fractions: halves, fourths and eighths; thirds and sixths. Explaining that a fraction with the same numerator and denominator equals one whole. Expressing whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Demonstrate that two fractions are equivalent if they are the same size, or the same point on a number line. Recognize and generate equivalent fractions using visual models, and justify why the fractions are equivalent. Booklet B: Basic Facts in Grades K-3 B1: Addition Curriculum Standards: Show how to make a group of ten. Understand the relationship between numbers and quantities; connect counting to cardinality. 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). The student will investigate and describe part-whole relationships for numbers up to 10. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. 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. Compose and decompose numbers up to 10 with objects and pictures. Understand the relationship between numbers and quantities. Use a variety of representations such as objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, or expressions. 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. 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. Count backward from a given number between 10 and 1. 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. 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. Demonstrate that each successive number name refers to a quantity that is one larger than the previous number. Represent addition and subtraction within 10. Decompose numbers less than or equal to 10 in more than one way. Classify objects into given categories; count the number of objects in each category. B2: Subtraction B3: Finding Sums Curriculum Standards: Solve related addition and subtraction equations. Fluently add and subtract within 5. The student will recognize and describe with fluency part-whole relationships for numbers up to 5. The student will model and solve single-step story and picture problems with sums to 10 and differences within 10, using concrete objects. 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. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Recognize and combine groups with totals up to 5 (conceptual subitizing). Demonstrate fluency with addition and subtraction within 5. Recognize, without counting, the quantity of groups up to 5 objects arranged in common patterns. Demonstrate fluency for addition and subtraction within 5. B4: Joining Stories Curriculum Standards: Add and subtract quickly and accurately using mental math strategies. Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. The student will recognize and use the relationships between addition and subtraction to solve single-step practical problems, with whole numbers to 20. The student will demonstrate fluency with addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use the same addends to write two different equations with the same sum. 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. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Use the relationship between addition and subtraction to generate basic facts up to 20. Demonstrate fluency with basic addition facts and related subtraction facts up to 20. Generate real-world situations to represent number sentences and vice versa. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Demonstrate fluency with addition and subtraction, within 20, using mental strategies. Apply the commutative and associative properties as strategies for solving addition problems. Demonstrate fluency with addition and subtraction within 20. Use properties as strategies to add and subtract. B5: Stories about Joining B6: Finding Differences Curriculum Standards: Solve related addition and subtraction equations. Fluently add and subtract within 5. The student will recognize and describe with fluency part-whole relationships for numbers up to 5. The student will model and solve single-step story and picture problems with sums to 10 and differences within 10, using concrete objects. 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. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Recognize and combine groups with totals up to 5 (conceptual subitizing). Demonstrate fluency with addition and subtraction within 5. Recognize, without counting, the quantity of groups up to 5 objects arranged in common patterns. Demonstrate fluency for addition and subtraction within 5. B7: Comparing Stories Curriculum Standards: Use addition and subtraction to solve word problems. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g. by using drawings and equations with a symbol for the unknown number to represent the problem). Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. The student will recognize and use the relationships between addition and subtraction to solve single-step practical problems, with whole numbers to 20. The student will demonstrate fluency with addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Demonstrate fluency with basic addition facts and related subtraction facts up to 20. Solve real-world and mathematical addition and subtraction problems involving whole numbers up to 2 digits. Generate real-world situations to represent number sentences and vice versa. One-Step problems: Add to/Take from-Start Unknown Compare-Bigger Unknown Compare-Smaller Unknown Demonstrate fluency with addition and subtraction, within 20, using mental strategies. Write and solve problems involving addition and subtraction within 100. Demonstrate fluency with addition and subtraction within 20. B8: Separating Stories Curriculum Standards: Show numbers in many ways. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), and acting out situations, verbal explanations, expressions, or equations. The student will investigate and describe part-whole relationships for numbers up to 10. The student will model and solve single-step story and picture problems with sums to 10 and differences within 10, using concrete objects. 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. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Represent addition and subtraction, within 10: Demonstrate understanding of addition and subtraction by making connections among representations. Represent addition and subtraction within 10. B9: Making 6 and 7 Curriculum Standards: Solve word problems by drawing pictures and writing equations. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare- Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. B10: Making 8 and 9 Curriculum Standards: Write equations to show the parts of 8 and 9. 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). The student will investigate and describe part-whole relationships for numbers up to 10. 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. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Compose and decompose numbers up to 10 with objects and pictures. Represent addition as adding to a number. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), and acting out situations, verbal explanations, expressions, or equations. The student will model and solve single-step story and picture problems with sums to 10 and differences within 10, using concrete objects. Count forward beginning from a given number within the known sequence, instead of having to begin at 1. Represent addition and subtraction, within 10: Demonstrate understanding of addition and subtraction by making connections among representations. Compare two numbers, within 10, presented as written numerals. Use a variety of representations such as objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, or expressions. 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. Count forward beginning from a given number between 1 and 20. Represent addition and subtraction within 10. Count backward from a given number between 10 and 1. Compare two numerals, between 1 and 10, and determine which is more than or less than the other. Decompose numbers less than or equal to 10 in more than one way. B11: Parts of Ten Curriculum Standards: Write equations to show the parts of 10. 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). The student will investigate and describe part-whole relationships for numbers up to 10. 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. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Compose and decompose numbers up to 10 with objects and pictures. Compare two numbers, within 10, presented as written numerals. Use a variety of representations such as objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, or expressions. 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. 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. Find number partners for 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. Make 10 for any number from 1 to 9. Count backward from a given number between 10 and 1. Compare two numerals, between 1 and 10, and determine which is more than or less than the other. Represent addition and subtraction within 10. Decompose numbers less than or equal to 10 in more than one way. B12: Adding Across and Down B13: Adding in any Order Curriculum Standards: Use counting on to add numbers and add numbers in any order. Add and subtract quickly and accurately using mental math strategies. Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. The student will recognize and use the relationships between addition and subtraction to solve single- step practical problems, with whole numbers to 20. The student will demonstrate fluency with addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Use the relationship between addition and subtraction to generate basic facts up to 20. Demonstrate fluency with basic addition facts and related subtraction facts up to 20. Generate real-world situations to represent number sentences and vice versa. Demonstrate fluency with addition and subtraction, within 20, using mental strategies. Demonstrate fluency with addition and subtraction within 20. B14: Missing Parts Curriculum Standards: Use mental math strategies and models to add more than two numbers. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Add up to three two-digit numbers using strategies based on place value and properties of operations. Demonstrate fluency with addition and subtraction within 100. Add up to four two-digit numbers. Write and solve problems involving addition and subtraction within 100. B15: Finding the Missing Part Curriculum Standards: Make the numbers 14, 15, and 16. 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. The student will tell how many are in a given set of 20 or fewer objects by counting orally. The student will investigate and describe part-whole relationships for numbers up to 10. 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. 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. Count, with and without objects, forward and backward to at least 20. Compose and decompose numbers up to 10 with objects and pictures. 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. Use a variety of representations such as objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, or expressions. Using objects or drawings. Recording each composition or decomposition by a drawing or expression. Understanding that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Count forward beginning from a given number between 1 and 20. Compose and decompose numbers from 11 to 19 into sets of tens with additional ones. B16: Relating Addition and Subtraction Curriculum Standards: Think addition to subtract quickly and accurately. Add and subtract quickly and accurately using mental math strategies. Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. The student will recognize and use the relationships between addition and subtraction to solve single-step practical problems, with whole numbers to 20. The student will demonstrate fluency with addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). 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 = ?). The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. Use addition and subtraction to solve word problems. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g. by using drawings and equations with a symbol for the unknown number to represent the problem). Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Use the relationship between addition and subtraction to generate basic facts up to 20. Demonstrate fluency with basic addition facts and related subtraction facts up to 20. Generate real-world situations to represent number sentences and vice versa. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Solve real-world and mathematical addition and subtraction problems involving whole numbers up to 2 digits. Demonstrate fluency with addition and subtraction, within 20, using mental strategies. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Demonstrate fluency with addition and subtraction within 10. Counting on Using the relationship between addition and subtraction Creating equivalent but simpler or known sums Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Demonstrate fluency with addition and subtraction within 20. One-Step problems: Add to/Take from- Start Unknown Compare-Bigger Unknown Compare-Smaller Unknown Write and solve problems involving addition and subtraction within 100. Add within 100. Use addition and subtraction within 20 to solve problems. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Add and subtract within 20. Demonstrate fluency with addition and subtraction within 10. B17: Making 10 on a Ten-Frame Curriculum Standards: Use the strategy of making a ten to add quickly and accurately. Add and subtract quickly and accurately using mental math strategies. Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. The student will recognize and use the relationships between addition and subtraction to solve single-step practical problems, with whole numbers to 20. The student will demonstrate fluency with addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Use the relationship between addition and subtraction to generate basic facts up to 20. Demonstrate fluency with basic addition facts and related subtraction facts up to 20. Generate real-world situations to represent number sentences and vice versa. Demonstrate fluency with addition and subtraction, within 20, using mental strategies. Demonstrate fluency with addition and subtraction within 20. B18: Missing Parts of 10 B19: Adding with 0, 1, 2 B20: Adding Doubles Curriculum Standards: Use doubles and near doubles to add quickly and accurately. Add and subtract quickly and accurately using mental math strategies. Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. The student will recognize and use the relationships between addition and subtraction to solve single-step practical problems, with whole numbers to 20. The student will demonstrate fluency with addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Use the relationship between addition and subtraction to generate basic facts up to 20. Demonstrate fluency with basic addition facts and related subtraction facts up to 20. Generate real-world situations to represent number sentences and vice versa. Demonstrate fluency with addition and subtraction, within 20, using mental strategies. Demonstrate fluency with addition and subtraction within 20. B21: Using Doubles to Add Curriculum Standards: Use doubles and near doubles to add quickly and accurately. Add and subtract quickly and accurately using mental math strategies. Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. The student will recognize and use the relationships between addition and subtraction to solve single-step practical problems, with whole numbers to 20. The student will demonstrate fluency with addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Use the relationship between addition and subtraction to generate basic facts up to 20. Demonstrate fluency with basic addition facts and related subtraction facts up to 20. Generate real-world situations to represent number sentences and vice versa. Demonstrate fluency with addition and subtraction, within 20, using mental strategies. Demonstrate fluency with addition and subtraction within 20. B22: Facts with 5 on a Ten-Frame B23: Subtracting with 0, 1, and 2 B24: Using Doubles to Subtract B25: Thinking Addition to 12 to Subtract Curriculum Standards: Think addition to subtract quickly and accurately. Add and subtract quickly and accurately using mental math strategies. Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. The student will recognize and use the relationships between addition and subtraction to solve single-step practical problems, with whole numbers to 20. The student will demonstrate fluency with addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Use the relationship between addition and subtraction to generate basic facts up to 20. Demonstrate fluency with basic addition facts and related subtraction facts up to 20. Generate real-world situations to represent number sentences and vice versa. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with addition and subtraction, within 20, using mental strategies. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Demonstrate fluency with addition and subtraction within 20. Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. B26: Doubles to 18 Curriculum Standards: Memorize doubles facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with addition and subtraction within 10. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Add within 100. Use addition and subtraction within 20 to solve problems. Add and subtract within 20. B27: Using Doubles to Add Curriculum Standards: Use doubles facts to solve doubles-plus-2 facts. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Model problems using equations, drawings, arrays, and bar diagrams. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g. by using drawings and equations with a symbol for the unknown number to represent the problem). Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. The student will determine sums and differences, using various methods. The student will identify, describe, create, extend, and transfer patterns found in objects, pictures, and numbers. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Use concrete models and structured arrangements, such as repeated addition, arrays and ten frames to develop understanding of multiplication. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Model with mathematics. Counting on Decomposing a number leading to a ten Creating equivalent but simpler or known sums Model with mathematics. Add within 100. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Add and subtract within 20. B28: Adding 10 B29: Making 10 to Add 9 Curriculum Standards: Use the strategy of making a ten to add quickly and accurately. Add and subtract quickly and accurately using mental math strategies. Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. The student will recognize and use the relationships between addition and subtraction to solve single-step practical problems, with whole numbers to 20. The student will demonstrate fluency with addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Use the relationship between addition and subtraction to generate basic facts up to 20. Demonstrate fluency with basic addition facts and related subtraction facts up to 20. Generate real-world situations to represent number sentences and vice versa. Demonstrate fluency with addition and subtraction, within 20, using mental strategies. Demonstrate fluency with addition and subtraction within 20. B30: Making 10 to Add 7 and 8 Curriculum Standards: Use the strategy of making a ten to add quickly and accurately. Add and subtract quickly and accurately using mental math strategies. Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. The student will recognize and use the relationships between addition and subtraction to solve single-step practical problems, with whole numbers to 20. The student will demonstrate fluency with addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Use the relationship between addition and subtraction to generate basic facts up to 20. Demonstrate fluency with basic addition facts and related subtraction facts up to 20. Generate real-world situations to represent number sentences and vice versa. Demonstrate fluency with addition and subtraction, within 20, using mental strategies. Demonstrate fluency with addition and subtraction within 20. B31: Adding Three Numbers Curriculum Standards: Use different strategies to solve word problems with 3 addends. 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). 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. The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Apply the commutative and associative properties as strategies for solving addition problems. Use addition and subtraction within 20 to solve problems. Solve problems that call for addition of three whole numbers whose sum is within 20. Use properties as strategies to add and subtract. B32: Stories about Separating B33: Stories about Comparing Curriculum Standards: Use addition and subtraction to solve word problems. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g. by using drawings and equations with a symbol for the unknown number to represent the problem). Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. The student will recognize and use the relationships between addition and subtraction to solve single-step practical problems, with whole numbers to 20. The student will demonstrate fluency with addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Demonstrate fluency with basic addition facts and related subtraction facts up to 20. Solve real-world and mathematical addition and subtraction problems involving whole numbers up to 2 digits. Generate real-world situations to represent number sentences and vice versa. One-Step problems: Add to/Take from-Start Unknown Compare-Bigger Unknown Compare-Smaller Unknown Demonstrate fluency with addition and subtraction, within 20, using mental strategies. Write and solve problems involving addition and subtraction within 100. Demonstrate fluency with addition and subtraction within 20. B34: Relating Addition and Subtraction to 18 Curriculum Standards: Use addition and subtraction to solve word problems. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g. by using drawings and equations with a symbol for the unknown number to represent the problem). Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. The student will recognize and use the relationships between addition and subtraction to solve single-step practical problems, with whole numbers to 20. The student will demonstrate fluency with addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Think addition to subtract quickly and accurately. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Demonstrate fluency with basic addition facts and related subtraction facts up to 20. Solve real-world and mathematical addition and subtraction problems involving whole numbers up to 2 digits. Generate real-world situations to represent number sentences and vice versa. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Use the relationship between addition and subtraction to generate basic facts up to 20. One-Step problems: Add to/Take from-Start Unknown Compare-Bigger Unknown Compare-Smaller Unknown Demonstrate fluency with addition and subtraction, within 20, using mental strategies. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Write and solve problems involving addition and subtraction within 100. Demonstrate fluency with addition and subtraction within 20. Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. B35: Fact Families Curriculum Standards: Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8). 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Compose and decompose numbers up to 12 with an emphasis on making ten. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. Making ten Decomposing a number leading to a ten Using the relationship between addition and subtraction Creating equivalent but simpler or known sums The relationship between addition and subtraction Add within 100. Use addition and subtraction within 20 to solve problems. Demonstrate that subtraction can be solved as an unknown-addend problem. Add and subtract within 20. B36: Thinking Addition to Subtract Doubles B37: Using Addition to 18 to Subtract Curriculum Standards: Think addition to subtract quickly and accurately. Add and subtract quickly and accurately using mental math strategies. Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. The student will recognize and use the relationships between addition and subtraction to solve single-step practical problems, with whole numbers to 20. The student will demonstrate fluency with addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Use the relationship between addition and subtraction to generate basic facts up to 20. Demonstrate fluency with basic addition facts and related subtraction facts up to 20. Generate real-world situations to represent number sentences and vice versa. Demonstrate fluency with addition and subtraction, within 20, using mental strategies. Demonstrate fluency with addition and subtraction within 20. B38: Subtraction Facts with 10 B39: Using Subtraction Strategies Curriculum Standards: Use addition and subtraction to solve word problems. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g. by using drawings and equations with a symbol for the unknown number to represent the problem). Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. The student will recognize and use the relationships between addition and subtraction to solve single-step practical problems, with whole numbers to 20. The student will demonstrate fluency with addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Demonstrate fluency with basic addition facts and related subtraction facts up to 20. Solve real-world and mathematical addition and subtraction problems involving whole numbers up to 2 digits. Generate real-world situations to represent number sentences and vice versa. One-Step problems: Add to/Take from-Start Unknown Compare-Bigger Unknown Compare-Smaller Unknown Demonstrate fluency with addition and subtraction, within 20, using mental strategies. Write and solve problems involving addition and subtraction within 100. Demonstrate fluency with addition and subtraction within 20. B40: Using = and ? Curriculum Standards: Determine if addition and subtraction equations are true or false. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Determine if equations involving addition and subtraction are true. Find the missing numbers in equations to make them true. 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 = ?). Determine the unknown whole number in an addition or subtraction equation involving three whole numbers. Apply understanding of the equal sign to determine if equations involving addition and subtraction are true. Develop the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. B41: Addition Properties Curriculum Standards: Solve real-world problems using properties of addition. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. The student will estimate and determine the sum or difference of two whole numbers. The student will create and solve single-step and multistep practical problems involving sums or differences of two whole numbers, each 9,999 or less. Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms. Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two- or three-digit number by a one-digit number. Strategies may include mental strategies, partial products, the standard algorithm, and the commutative, associative, and distributive properties. Use strategies and algorithms based on knowledge of place value and equality to fluently add and subtract multi-digit numbers. Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Recognize, represent and apply the number properties (commutative, identity, and associative properties of addition and multiplication) using models and manipulatives to solve problems. Add and subtract whole numbers up to and including 1,000. Model and explain how the relationship between addition and subtraction can be applied to solve addition and subtraction problems. Use expanded form to decompose numbers and then find sums and differences. Demonstrate fluency with addition and subtraction within 1000. B42: Relating Addition and Subtraction Curriculum Standards: Think addition to subtract quickly and accurately. Add and subtract quickly and accurately using mental math strategies. Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. The student will recognize and use the relationships between addition and subtraction to solve single-step practical problems, with whole numbers to 20. The student will demonstrate fluency with addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Use the relationship between addition and subtraction to generate basic facts up to 20. Demonstrate fluency with basic addition facts and related subtraction facts up to 20. Generate real-world situations to represent number sentences and vice versa. Demonstrate fluency with addition and subtraction, within 20, using mental strategies. Demonstrate fluency with addition and subtraction within 20. B43: Multiplication as Repeated Addition Curriculum Standards: Use repeated addition to show the relationship between multiplication and addition. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each (e.g., describe context in which a total number of objects can be expressed as 5 × 7). Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. The student will create equations to represent equivalent mathematical relationships. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Interpret the factors as representing the number of equal groups and the number of objects in each group. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Interpret products of whole numbers. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. B44: Arrays and Multiplication Curriculum Standards: Use arrays as one way to think about and understand multiplication. Understand and use the Commutative Property of Multiplication. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each (e.g., describe context in which a total number of objects can be expressed as 5 × 7). Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. The student will create equations to represent equivalent mathematical relationships. Apply properties of operations as strategies to multiply and divide (e.g., If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known: Commutative Property of Multiplication. 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30: Associative Property of Multiplication. Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56: Distributive Property. Instructional Note: Students need not use formal terms for these properties. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two- or three-digit number by a one-digit number. Strategies may include mental strategies, partial products, the standard algorithm, and the commutative, associative, and distributive properties. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Recognize, represent and apply the number properties (commutative, identity, and associative properties of addition and multiplication) using models and manipulatives to solve problems. Interpret the factors as representing the number of equal groups and the number of objects in each group. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Interpret products of whole numbers. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. Apply properties of operations as strategies to multiply and divide. Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers. B45: Writing Multiplication Stories Curriculum Standards: Use multiplication to write and solve real-world problems involving equal groups. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Learn multiplication tables (facts) with speed and memory in order to fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows that 40 ÷ 5 = 8) or properties of operations by the end of Grade 3. The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Recognize the relationship between multiplication and division to represent and solve real-world problems. Create, describe, and extend patterns involving addition, subtraction, or multiplication to solve problems in a variety of contexts. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Demonstrate fluency with multiplication and division with factors, quotients and divisors up to and including 10. Know from memory all products with factors up to and including 10. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. Apply properties of operations as strategies to multiply and divide. Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers. Demonstrate fluency with products within 100. B46: Multiplying by 2 and 5 Curriculum Standards: Gain fluency in multiplication when using 2and 5 as factors. Students will use number relationships and patterns to develop reasoning strategies to support their recall of the basic multiplication facts. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each (e.g., describe context in which a total number of objects can be expressed as 5 × 7). Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain those using properties of operations (e.g., observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends). The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. The student will demonstrate fluency with multiplication facts of 0, 1, 2, 5, and 10. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two- or three-digit number by a one-digit number. Strategies may include mental strategies, partial products, the standard algorithm, and the commutative, associative, and distributive properties. Demonstrate fluency of multiplication facts with factors up to 10. Interpret the factors as representing the number of equal groups and the number of objects in each group. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Interpret patterns of multiplication on a hundreds board and/or multiplication table. Interpret products of whole numbers. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. Identify arithmetic patterns and explain the patterns using properties of operations. Demonstrate fluency with products within 100. B47: Multiplying by 9 Curriculum Standards: Gain fluency in multiplication when using 9 as a factor. Students will use number relationships and patterns to develop reasoning strategies to support their recall of the basic multiplication facts. Use strategies such as skip counting and properties of operations to multiply. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each (e.g., describe context in which a total number of objects can be expressed as 5 × 7). Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain those using properties of operations (e.g., observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends). The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. Learn multiplication tables (facts) with speed and memory in order to fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows that 40 ÷ 5 = 8) or properties of operations by the end of Grade 3. The student will demonstrate fluency with multiplication facts of 0, 1, 2, 5, and 10. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two- or three-digit number by a one-digit number. Strategies may include mental strategies, partial products, the standard algorithm, and the commutative, associative, and distributive properties. Demonstrate fluency of multiplication facts with factors up to 10. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Recognize, represent and apply the number properties (commutative, identity, and associative properties of addition and multiplication) using models and manipulatives to solve problems. Interpret the factors as representing the number of equal groups and the number of objects in each group. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Represent, interpret, and solve one- step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Interpret patterns of multiplication on a hundreds board and/or multiplication table. Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem. Demonstrate fluency with multiplication and division with factors, quotients and divisors up to and including 10. Know from memory all products with factors up to and including 10. Interpret products of whole numbers. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. Identify arithmetic patterns and explain the patterns using properties of operations. Demonstrate fluency with products within 100. Apply properties of operations as strategies to multiply and divide. Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers. B48: Multiplying by 1 and 0 Curriculum Standards: Gain fluency in multiplication when multiplying by 0 or 1. Students will use number relationships and patterns to develop reasoning strategies to support their recall of the basic multiplication facts. Use strategies such as skip counting and properties of operations to multiply. Use arrays as one way to think about and understand multiplication. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each (e.g., describe context in which a total number of objects can be expressed as 5 × 7). Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Apply properties of operations as strategies to multiply and divide (e.g., If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known: Commutative Property of Multiplication. 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30: Associative Property of Multiplication. Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56: Distributive Property. Instructional Note: Students need not use formal terms for these properties. The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. The student will demonstrate fluency with multiplication facts of 0, 1, 2, 5, and 10. The student will create equations to represent equivalent mathematical relationships. Learn multiplication tables (facts) with speed and memory in order to fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows that 40 ÷ 5 = 8) or properties of operations by the end of Grade 3. Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain those using properties of operations (e.g., observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends). Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two- or three-digit number by a one-digit number. Strategies may include mental strategies, partial products, the standard algorithm, and the commutative, associative, and distributive properties. Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Demonstrate fluency of multiplication facts with factors up to 10. Recognize, represent and apply the number properties (commutative, identity, and associative properties of addition and multiplication) using models and manipulatives to solve problems. Interpret the factors as representing the number of equal groups and the number of objects in each group. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem. Demonstrate fluency with multiplication and division with factors, quotients and divisors up to and including 10. Know from memory all products with factors up to and including 10. Interpret patterns of multiplication on a hundreds board and/or multiplication table. Interpret products of whole numbers. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. Apply properties of operations as strategies to multiply and divide. Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers. Demonstrate fluency with products within 100. Identify arithmetic patterns and explain the patterns using properties of operations. B49: Multiplying by 10 Curriculum Standards: Gain fluency in multiplication when multiplying by 10. Students will use number relationships and patterns to develop reasoning strategies to support their recall of the basic multiplication facts. Use strategies such as skip counting and properties of operations to multiply. Use different strategies to find products when one factor is a multiple of 10. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each (e.g., describe context in which a total number of objects can be expressed as 5 × 7). Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain those using properties of operations (e.g., observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends). The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. The student will demonstrate fluency with multiplication facts of 0, 1, 2, 5, and 10. Learn multiplication tables (facts) with speed and memory in order to fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows that 40 ÷ 5 = 8) or properties of operations by the end of Grade 3. Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. The student will solve single-step practical problems involving multiplication of whole numbers, where one factor is 99 or less and the second factor is 5 or less. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two- or three-digit number by a one-digit number. Strategies may include mental strategies, partial products, the standard algorithm, and the commutative, associative, and distributive properties. Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Demonstrate fluency of multiplication facts with factors up to 10. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Recognize, represent and apply the number properties (commutative, identity, and associative properties of addition and multiplication) using models and manipulatives to solve problems. Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two-digit number by a one-digit number. Interpret the factors as representing the number of equal groups and the number of objects in each group. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Interpret patterns of multiplication on a hundreds board and/or multiplication table. Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem. Demonstrate fluency with multiplication and division with factors, quotients and divisors up to and including 10. Know from memory all products with factors up to and including 10. Use concrete and pictorial models, based on place value and the properties of operations, to find the product of a one-digit whole number by a multiple of 10 in the range 10–90. Interpret products of whole numbers. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. Identify arithmetic patterns and explain the patterns using properties of operations. Demonstrate fluency with products within 100. Apply properties of operations as strategies to multiply and divide. Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers. Multiply whole numbers by multiples of 10 in the range 10-90. B50: Multiplying by 3 Curriculum Standards: Use appropriate tools and the Distributive Property to break apart unknown facts with 3 as a factor. Use strategies such as skip counting and properties of operations to multiply. Use number lines to join equal groups. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each (e.g., describe context in which a total number of objects can be expressed as 5 × 7). Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. Apply properties of operations as strategies to multiply and divide (e.g., If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known: Commutative Property of Multiplication. 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30: Associative Property of Multiplication. Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56: Distributive Property. Instructional Note: Students need not use formal terms for these properties. Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain those using properties of operations (e.g., observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends). The student will create equations to represent equivalent mathematical relationships. Learn multiplication tables (facts) with speed and memory in order to fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows that 40 ÷ 5 = 8) or properties of operations by the end of Grade 3. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two- or three-digit number by a one-digit number. Strategies may include mental strategies, partial products, the standard algorithm, and the commutative, associative, and distributive properties. Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Demonstrate fluency of multiplication facts with factors up to 10. Recognize, represent and apply the number properties (commutative, identity, and associative properties of addition and multiplication) using models and manipulatives to solve problems. Interpret the factors as representing the number of equal groups and the number of objects in each group. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Interpret patterns of multiplication on a hundreds board and/or multiplication table. Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem. Demonstrate fluency with multiplication and division with factors, quotients and divisors up to and including 10. Know from memory all products with factors up to and including 10. Interpret products of whole numbers. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. Apply properties of operations as strategies to multiply and divide. Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers. Identify arithmetic patterns and explain the patterns using properties of operations. Demonstrate fluency with products within 100. B51: Multiplying by 4 Curriculum Standards: Use the Distributive Property to break apart unknown facts with 4 as a factor. Use strategies such as skip counting and properties of operations to multiply. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Apply properties of operations as strategies to multiply and divide (e.g., If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known: Commutative Property of Multiplication. 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30: Associative Property of Multiplication. Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56: Distributive Property. Instructional Note: Students need not use formal terms for these properties. Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain those using properties of operations (e.g., observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends). The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. The student will create equations to represent equivalent mathematical relationships. Learn multiplication tables (facts) with speed and memory in order to fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows that 40 ÷ 5 = 8) or properties of operations by the end of Grade 3. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two- or three-digit number by a one-digit number. Strategies may include mental strategies, partial products, the standard algorithm, and the commutative, associative, and distributive properties. Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Demonstrate fluency of multiplication facts with factors up to 10. Recognize, represent and apply the number properties (commutative, identity, and associative properties of addition and multiplication) using models and manipulatives to solve problems. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Interpret patterns of multiplication on a hundreds board and/or multiplication table. Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem. Demonstrate fluency with multiplication and division with factors, quotients and divisors up to and including 10. Know from memory all products with factors up to and including 10. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. Apply properties of operations as strategies to multiply and divide. Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers. Identify arithmetic patterns and explain the patterns using properties of operations. Demonstrate fluency with products within 100. B52: Multiplying by 6 or 7 Curriculum Standards: Use the Distributive Property to break apart unknown facts with 6 or 7 as a factor. Use strategies such as skip counting and properties of operations to multiply. Understand and use the Commutative Property of Multiplication. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Learn multiplication tables (facts) with speed and memory in order to fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows that 40 ÷ 5 = 8) or properties of operations by the end of Grade 3. The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. Apply properties of operations as strategies to multiply and divide (e.g., If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known: Commutative Property of Multiplication. 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30: Associative Property of Multiplication. Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56: Distributive Property. Instructional Note: Students need not use formal terms for these properties. The student will create equations to represent equivalent mathematical relationships. Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain those using properties of operations (e.g., observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends). Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two- or three-digit number by a one-digit number. Strategies may include mental strategies, partial products, the standard algorithm, and the commutative, associative, and distributive properties. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences. Recognize, represent and apply the number properties (commutative, identity, and associative properties of addition and multiplication) using models and manipulatives to solve problems. Demonstrate fluency of multiplication facts with factors up to 10. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Interpret patterns of multiplication on a hundreds board and/or multiplication table. Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem. Demonstrate fluency with multiplication and division with factors, quotients and divisors up to and including 10. Know from memory all products with factors up to and including 10. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. Apply properties of operations as strategies to multiply and divide. Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers. Identify arithmetic patterns and explain the patterns using properties of operations. Demonstrate fluency with products within 100. B53: Multiplying by 8 Curriculum Standards: Use the Distributive Property and known facts to break apart unknown facts with 8 as a factor. Use strategies such as bar diagrams and arrays with known facts to solve multiplication problems. Use strategies such as skip counting and properties of operations to multiply. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Apply properties of operations as strategies to multiply and divide (e.g., If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known: Commutative Property of Multiplication. 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30: Associative Property of Multiplication. Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56: Distributive Property. Instructional Note: Students need not use formal terms for these properties. Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain those using properties of operations (e.g., observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends). The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. The student will create equations to represent equivalent mathematical relationships. Learn multiplication tables (facts) with speed and memory in order to fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows that 40 ÷ 5 = 8) or properties of operations by the end of Grade 3. The student will demonstrate fluency with multiplication facts of 0, 1, 2, 5, and 10. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two- or three-digit number by a one-digit number. Strategies may include mental strategies, partial products, the standard algorithm, and the commutative, associative, and distributive properties. Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Demonstrate fluency of multiplication facts with factors up to 10. Recognize, represent and apply the number properties (commutative, identity, and associative properties of addition and multiplication) using models and manipulatives to solve problems. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Interpret patterns of multiplication on a hundreds board and/or multiplication table. Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem. Demonstrate fluency with multiplication and division with factors, quotients and divisors up to and including 10. Know from memory all products with factors up to and including 10. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. Apply properties of operations as strategies to multiply and divide. Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers. Identify arithmetic patterns and explain the patterns using properties of operations. Demonstrate fluency with products within 100. B54: Multiplying Three Numbers Curriculum Standards: Use the Associative Property of Multiplication to group 3 factors and multiply. Use properties of multiplication to find products when one factor is a multiple of 10. Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. The student will solve single-step practical problems involving multiplication of whole numbers, where one factor is 99 or less and the second factor is 5 or less. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Apply properties of operations as strategies to multiply and divide (e.g., If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known: Commutative Property of Multiplication. 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30: Associative Property of Multiplication. Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56: Distributive Property. Instructional Note: Students need not use formal terms for these properties. The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. The student will create equations to represent equivalent mathematical relationships. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two- or three-digit number by a one-digit number. Strategies may include mental strategies, partial products, the standard algorithm, and the commutative, associative, and distributive properties. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two-digit number by a one-digit number. Recognize, represent and apply the number properties (commutative, identity, and associative properties of addition and multiplication) using models and manipulatives to solve problems. Use concrete and pictorial models, based on place value and the properties of operations, to find the product of a one-digit whole number by a multiple of 10 in the range 10–90. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. Apply properties of operations as strategies to multiply and divide. Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers. Multiply whole numbers by multiples of 10 in the range 10- 90. B55: Meanings for Division Curriculum Standards: Use sharing to separate equal groups and to think about division. Use repeated subtraction to show the relationship between division and subtraction. Interpret whole- number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each (e.g., describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8). Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real- world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two- or three-digit number by a one-digit number. Strategies may include mental strategies, partial products, the standard algorithm, and the commutative, associative, and distributive properties. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Interpret quotients of whole numbers. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. B56: Writing Division Stories Curriculum Standards: Use division to write and solve real-world problems involving equal groups. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Learn multiplication tables (facts) with speed and memory in order to fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows that 40 ÷ 5 = 8) or properties of operations by the end of Grade 3. The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Recognize the relationship between multiplication and division to represent and solve real-world problems. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Interpret the divisor and quotient in a division equation as representing the number of equal groups and the number of objects in each group. Illustrate and explain strategies including arrays, repeated addition or subtraction, and decomposing a factor. Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem. Demonstrate fluency with multiplication and division with factors, quotients and divisors up to and including 10. Know from memory all products with factors up to and including 10. Illustrate and explain using the relationship between multiplication and division. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. Apply properties of operations as strategies to multiply and divide. Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers. Demonstrate fluency with products within 100. B57: Relating Multiplication and Division Curriculum Standards: Use multiplication facts to divide. Use patterns and known facts to find unknown multiplication facts. Use multiplication facts to find related division facts. Use multiplication and division facts to find unknown values in equations. Use a multiplication table to find the missing factor in a division problem. Use number sense and reasoning while practicing multiplication and division basic facts. Solve multiplication and division problems that involve different strategies and representations. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Determine the unknown whole number in a multiplication or division equation relating three whole numbers (e.g., determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = ? ÷ 3, 6 × 6 =?). Understand division as an unknown-factor problem (e.g., find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8). The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. The student will create equations to represent equivalent mathematical relationships. Learn multiplication tables (facts) with speed and memory in order to fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows that 40 ÷ 5 = 8) or properties of operations by the end of Grade 3. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division to represent and solve real-world problems. Demonstrate fluency of multiplication facts with factors up to 10. Create, describe, and extend patterns involving addition, subtraction, or multiplication to solve problems in a variety of contexts. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Interpret the divisor and quotient in a division equation as representing the number of equal groups and the number of objects in each group. Illustrate and explain strategies including arrays, repeated addition or subtraction, and decomposing a factor. Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem. Solve an unknown-factor problem, by using division strategies and/or changing it to a multiplication problem. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. Demonstrate fluency with multiplication and division with factors, quotients and divisors up to and including 10. Know from memory all products with factors up to and including 10. Illustrate and explain using the relationship between multiplication and division. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. Apply properties of operations as strategies to multiply and divide. Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers. Determine the unknown number in a multiplication or division equation relating three whole numbers. Demonstrate fluency with products within 100. B58: Dividing by 2 Through 5 Curriculum Standards: Use multiplication facts to find related division facts. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Understand division as an unknown-factor problem (e.g., find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8). The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division to represent and solve real-world problems. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Interpret the divisor and quotient in a division equation as representing the number of equal groups and the number of objects in each group. Illustrate and explain strategies including arrays, repeated addition or subtraction, and decomposing a factor. Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem. Solve an unknown-factor problem, by using division strategies and/or changing it to a multiplication problem. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. Apply properties of operations as strategies to multiply and divide. Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers. B59: Dividing by 6 and 7 Curriculum Standards: Use multiplication facts to find related division facts. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Understand division as an unknown-factor problem (e.g., find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8). The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division to represent and solve real-world problems. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Interpret the divisor and quotient in a division equation as representing the number of equal groups and the number of objects in each group. Illustrate and explain strategies including arrays, repeated addition or subtraction, and decomposing a factor. Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem. Solve an unknown-factor problem, by using division strategies and/or changing it to a multiplication problem. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. Apply properties of operations as strategies to multiply and divide. Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers. B60: Dividing by 8 and 9 Curriculum Standards: Use multiplication facts to find related division facts. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Understand division as an unknown-factor problem (e.g., find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8). The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division to represent and solve real-world problems. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Interpret the divisor and quotient in a division equation as representing the number of equal groups and the number of objects in each group. Illustrate and explain strategies including arrays, repeated addition or subtraction, and decomposing a factor. Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem. Solve an unknown-factor problem, by using division strategies and/or changing it to a multiplication problem. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. Apply properties of operations as strategies to multiply and divide. Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers. B61: 0 and 1 in Division Curriculum Standards: Use properties to understand division involving 0 and 1. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Apply properties of operations as strategies to multiply and divide (e.g., If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known: Commutative Property of Multiplication. 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30: Associative Property of Multiplication. Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56: Distributive Property. Instructional Note: Students need not use formal terms for these properties. Understand division as an unknown-factor problem (e.g., find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8). The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division to represent and solve real-world problems. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Interpret the divisor and quotient in a division equation as representing the number of equal groups and the number of objects in each group. Illustrate and explain strategies including arrays, repeated addition or subtraction, and decomposing a factor. Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem. Solve an unknown-factor problem, by using division strategies and/or changing it to a multiplication problem. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. Apply properties of operations as strategies to multiply and divide. Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers. B62: Using Multiplication to Compare B63: Multiplication and Arrays B64: Breaking Apart Numbers to Multiply B65: Multiplying Two-Digit Numbers B66: Mental Math: Multiplication Patterns B67: Mental Math: Division Patterns B68: Estimating Products B69: Divisibility by 2, 3, 5, 9, and 10 Curriculum Standards: Use knowledge of even and odd numbers to identify multiplication patterns. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain those using properties of operations (e.g., observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends). The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Interpret the divisor and quotient in a division equation as representing the number of equal groups and the number of objects in each group. Illustrate and explain strategies including arrays, repeated addition or subtraction, and decomposing a factor. Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem. Interpret patterns of multiplication on a hundreds board and/or multiplication table. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers. Identify arithmetic patterns and explain the patterns using properties of operations. B70: Divisibility Curriculum Standards: Use the multiplication table and the Distributive Property to find patterns in factors and products. Learn multiplication tables (facts) with speed and memory in order to fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows that 40 ÷ 5 = 8) or properties of operations by the end of Grade 3. Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain those using properties of operations (e.g., observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends). The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real- world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Demonstrate fluency of multiplication facts with factors up to 10. Create, describe, and extend patterns involving addition, subtraction, or multiplication to solve problems in a variety of contexts. Demonstrate fluency with multiplication and division with factors, quotients and divisors up to and including 10. Know from memory all products with factors up to and including 10. Interpret patterns of multiplication on a hundreds board and/or multiplication table. Use multiplication and division within 100 to solve problems. Apply properties of operations as strategies to multiply and divide. Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers. Demonstrate fluency with products within 100. Identify arithmetic patterns and explain the patterns using properties of operations. B71: Mental Math: Multiplying by Multiples of 10 B72: Mental Math: Using Properties B73: Using Mental Math to Multiply B74: Adding and Subtracting on a Number Line Curriculum Standards: Add and subtract on a number line. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2… and represent whole-number sums and differences within 100 on a number line diagram. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Solve real-world and mathematical addition and subtraction problems involving whole numbers up to 2 digits. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points and represent whole-number sums and differences, within 100, on a number line. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Represent whole numbers as lengths on a number line, and represent whole-number sums and differences within 100 on a number line. B75: Skip Counting on the Number Line Curriculum Standards: Use number lines to join equal groups. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each (e.g., describe context in which a total number of objects can be expressed as 5 × 7). Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). The student will represent multiplication and division through 10 × 10, using a variety of approaches and models. The student will create and solve single-step practical problems that involve multiplication and division through 10 x 10. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Interpret the factors as representing the number of equal groups and the number of objects in each group. Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties. Represent, interpret, and solve one-step problems involving multiplication and division. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Interpret products of whole numbers. Describe in words or drawings a problem that illustrates a multiplication or division situation. Use multiplication and division within 100 to solve problems. B76: Make 10 to Subtract Curriculum Standards: Make a 10 to subtract quickly and accurately. Add and subtract quickly and accurately using mental math strategies. Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. The student will recognize and use the relationships between addition and subtraction to solve single-step practical problems, with whole numbers to 20. The student will demonstrate fluency with addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Use the relationship between addition and subtraction to generate basic facts up to 20. Demonstrate fluency with basic addition facts and related subtraction facts up to 20. Generate real-world situations to represent number sentences and vice versa. Demonstrate fluency with addition and subtraction, within 20, using mental strategies. Demonstrate fluency with addition and subtraction within 20. B77: More Make 10 to Subtract Curriculum Standards: Make a 10 to subtract quickly and accurately. Add and subtract quickly and accurately using mental math strategies. Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. The student will recognize and use the relationships between addition and subtraction to solve single-step practical problems, with whole numbers to 20. The student will demonstrate fluency with addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Use the relationship between addition and subtraction to generate basic facts up to 20. Demonstrate fluency with basic addition facts and related subtraction facts up to 20. Generate real-world situations to represent number sentences and vice versa. Demonstrate fluency with addition and subtraction, within 20, using mental strategies. Demonstrate fluency with addition and subtraction within 20. B78: Use Patterns to Develop Fluency in Addition Curriculum Standards: Use patterns to add numbers together. Fluently add and subtract within 5. The student will recognize and describe with fluency part-whole relationships for numbers up to 5. The student will model and solve single-step story and picture problems with sums to 10 and differences within 10, using concrete objects. 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. Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Compose and decompose numbers up to 10 with objects and pictures. Recognize and combine groups with totals up to 5 (conceptual subitizing). Demonstrate fluency with addition and subtraction within 5. Recognize, without counting, the quantity of groups up to 5 objects arranged in common patterns. Demonstrate fluency for addition and subtraction within 5. B79: Count to Add on a Number Line Curriculum Standards: Count on and count back on a number line to subtract. Add and subtract quickly and accurately using mental math strategies. Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. The student will recognize and use the relationships between addition and subtraction to solve single-step practical problems, with whole numbers to 20. The student will demonstrate fluency with addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Count on to add using an open number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). The student will create and solve single-step story and picture problems using addition and subtraction within 20. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Use the relationship between addition and subtraction to generate basic facts up to 20. Demonstrate fluency with basic addition facts and related subtraction facts up to 20. Generate real-world situations to represent number sentences and vice versa. Count, with and without objects, forward and backward from any given number up to 120. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Demonstrate fluency with addition and subtraction, within 20, using mental strategies. Counting on Using a number line Demonstrate fluency with addition and subtraction within 20. Add within 100. Use addition and subtraction within 20 to solve problems. B80: Count to Subtract on an Open Number Line Curriculum Standards: Count on and count back on a number line to subtract. Add and subtract quickly and accurately using mental math strategies. Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. The student will recognize and use the relationships between addition and subtraction to solve single-step practical problems, with whole numbers to 20. The student will demonstrate fluency with addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Use the relationship between addition and subtraction to generate basic facts up to 20. Demonstrate fluency with basic addition facts and related subtraction facts up to 20. Generate real-world situations to represent number sentences and vice versa. Demonstrate fluency with addition and subtraction, within 20, using mental strategies. Demonstrate fluency with addition and subtraction within 20. B81: Patterns on Multiplication Tables Booklet C: Computation with Whole numbers in Grades K-3 C1: Adding Tens Curriculum Standards: Add using place value and partial sums. Add numbers using partial sums. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Add 2 multiples of 10. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Add up to three two-digit numbers using strategies based on place value and properties of operations. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Add within 100. C2: Adding on a Hundred Chart Curriculum Standards: Add within 100 using place-value strategies and a hundred chart. Choose and use any strategy to add two-digit numbers. Add using place value and partial sums. Add numbers using partial sums. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. The student will count forward by twos, fives, and tens to 120, starting at various multiples of 2, 5, or 10. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Add up to three two-digit numbers using strategies based on place value and properties of operations. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Add up to four two-digit numbers. C3: Adding Tens to a Two-Digit Number Curriculum Standards: Add using place value and partial sums. Add numbers using partial sums. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Add up to three two-digit numbers using strategies based on place value and properties of operations. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. C4: Adding two-Digit Numbers Curriculum Standards: Use models to add 2-digit numbers and then explain the work. Add 2- digit numbers and then explain the work. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will determine sums and differences, using various methods. The student will create and solve single-step and two- step practical problems involving addition and subtraction. Add numbers using partial sums. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two- digit numbers. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Add up to three two-digit numbers using strategies based on place value and properties of operations. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. C5: Estimating Sums C6: Regrouping in Addition Curriculum Standards: Use models to add 2-digit numbers and then explain the work. Add 2- digit numbers and then explain the work. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will determine sums and differences, using various methods. The student will create and solve single-step and two- step practical problems involving addition and subtraction. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Add up to three two-digit numbers using strategies based on place value and properties of operations. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. C7: Deciding When to Regroup in Addition Curriculum Standards: Use models to add 2-digit numbers and then explain the work. Add 2- digit numbers and then explain the work. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will determine sums and differences, using various methods. The student will create and solve single-step and two- step practical problems involving addition and subtraction. Add 2 two-digit numbers. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 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. 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. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Add up to three two-digit numbers using strategies based on place value and properties of operations. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Add within 100. C8: Adding Two-Digit and One-Digit Numbers Curriculum Standards: Use models to add 2-digit numbers and then explain the work. Add 2- digit numbers and then explain the work. Use mental math strategies and models to add more than two numbers. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Add up to three two-digit numbers using strategies based on place value and properties of operations. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Add up to four two-digit numbers. C9: Adding with Regrouping Curriculum Standards: Use models to add 2-digit numbers and then explain the work. Add 2- digit numbers and then explain the work. Use mental math strategies and models to add more than two numbers. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Add up to three two-digit numbers using strategies based on place value and properties of operations. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Add up to four two-digit numbers. C10: Two-Digit Addition Curriculum Standards: Add 2-digit numbers and then explain the work. Use mental math strategies and models to add more than two numbers. Model and solve two-step problems using equations. Use different ways to solve two-step problems. Add three or four 2-digit numbers. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will determine sums and differences, using various methods. The student will create and solve single-step and two- step practical problems involving addition and subtraction. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g. by using drawings and equations with a symbol for the unknown number to represent the problem). The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Make models to help solve math problems. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Solve real-world and mathematical addition and subtraction problems involving whole numbers up to 2 digits. Generate real-world situations to represent number sentences and vice versa. Use models and equations to solve word problems. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Add up to three two-digit numbers using strategies based on place value and properties of operations. Two-Step problems involving single digits: Add to/Take from- Change Unknown Add to/Take from- Change Unknown Model with mathematics. One-Step problems: Add to/Take from-Start Unknown Compare-Bigger Unknown Compare-Smaller Unknown Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Add up to four two-digit numbers. Add or subtract within 1000, and justify the solution. Model with mathematics. C11: Adding Three Numbers Curriculum Standards: Use mental math strategies and models to add more than two numbers. Add three or four 2-digit numbers. Add up to four two-digit numbers using strategies based on place value and properties of operations. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Add up to three two-digit numbers using strategies based on place value and properties of operations. Demonstrate fluency with addition and subtraction within 100. Add up to four two-digit numbers. Write and solve problems involving addition and subtraction within 100. C12: Subtracting Tens Curriculum Standards: Use a hundred chart to subtract a multiple of 10 from another multiple of 10. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used. The student will demonstrate an understanding of equality through the use of the equal symbol. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Concrete models and drawings Strategies based on place value Properties of operations Calculate 10 more or 10 less than a given number mentally without having to count. Add or subtract a multiple of 10 from another two-digit number, and justify the solution. C13: Finding Parts of 100 C14: Subtracting on a Hundred Chart C15: Subtracting Tens from a Two-Digit Number C16: Subtracting Two-Digit Numbers Curriculum Standards: Use place value to subtract 2-digit numbers. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two- digit numbers. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. C17: Estimating Differences C18: Subtracting Two-Digit and One-Digit Numbers Curriculum Standards: Exchange 1 ten for 10 ones. Use place value and models to subtract 2- digit and 1-digit numbers. Use place value and regrouping to subtract. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Model and solve two-step problems using equations. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g. by using drawings and equations with a symbol for the unknown number to represent the problem). The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Use objects and number lines to represent number sentences. Solve real-world and mathematical addition and subtraction problems involving whole numbers up to 2 digits. Generate real- world situations to represent number sentences and vice versa. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Two-Step problems involving single digits: Add to/Take from- Change Unknown Add to/Take from- Change Unknown Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Add or subtract within 1000, and justify the solution. C19: Deciding When to Regroup in Subtraction Curriculum Standards: Exchange 1 ten for 10 ones. Use place value and models to subtract 2- digit and 1-digit numbers. Use place value and regrouping to subtract. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Use objects and number lines to represent number sentences. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. C20: Subtracting with Regrouping Curriculum Standards: Use place value and models to subtract 2-digit numbers. Use place value to subtract 2-digit numbers. Model problems using equations with unknowns in any position. Use drawings and equations to make sense of the words in problems. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g. by using drawings and equations with a symbol for the unknown number to represent the problem). The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. Exchange 1 ten for 10 ones. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Solve real- world and mathematical addition and subtraction problems involving whole numbers up to 2 digits. Generate real-world situations to represent number sentences and vice versa. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Use objects and number lines to represent number sentences. One-Step problems: Add to/Take from-Start Unknown Compare-Bigger Unknown Compare-Smaller Unknown Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Add or subtract within 1000, and justify the solution. C21: Two-Digit Subtraction Curriculum Standards: Use place value and models to subtract 2-digit numbers. Use place value to subtract 2-digit numbers. Use models and equations to solve word problems. Use drawings and equations to make sense of the words in problems. Model and solve two-step problems using equations. Use different ways to solve two-step problems. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g. by using drawings and equations with a symbol for the unknown number to represent the problem). The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Solve real-world and mathematical addition and subtraction problems involving whole numbers up to 2 digits. Generate real-world situations to represent number sentences and vice versa. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two- digit numbers. Use objects and number lines to represent number sentences. Model problems using equations with unknowns in any position. One-Step problems: Add to/Take from-Start Unknown Compare-Bigger Unknown Compare-Smaller Unknown Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Two-Step problems involving single digits: Add to/Take from- Change Unknown Add to/Take from- Change Unknown Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Add or subtract within 1000, and justify the solution. C22: Using Addition to Check Subtraction Curriculum Standards: Add to check subtraction. Subtract 2-digit numbers and decide when to regroup and when not to regroup. Solve one-step and multi-step problems using strategies based on the relationship between addition and subtraction. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. The student will estimate and determine the sum or difference of two whole numbers. The student will create and solve single-step and multistep practical problems involving sums or differences of two whole numbers, each 9,999 or less. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms. Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to fluently add and subtract multi-digit numbers. Use addition and subtraction to solve real- world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Add and subtract whole numbers up to and including 1,000. Model and explain how the relationship between addition and subtraction can be applied to solve addition and subtraction problems. Use expanded form to decompose numbers and then find sums and differences. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Demonstrate fluency with addition and subtraction within 100. Use the relationship between addition and subtraction to solve problems. Write and solve problems involving addition and subtraction within 100. Demonstrate fluency with addition and subtraction within 1000. C23: Adding on a Hundred Chart Curriculum Standards: Add within 100 using place-value strategies and a hundred chart. Choose and use any strategy to add two-digit numbers. Identify patterns in the addition table and explain them using algebraic thinking. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will count forward by twos, fives, and tens to 120, starting at various multiples of 2, 5, or 10. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain those using properties of operations (e.g., observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends). The student will estimate and determine the sum or difference of two whole numbers. The student will create and solve single-step and multistep practical problems involving sums or differences of two whole numbers, each 9,999 or less. Use mental strategies and algorithms based on knowledge of place value to add and subtract two- digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms. Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Use strategies and algorithms based on knowledge of place value and equality to fluently add and subtract multi-digit numbers. Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Create, describe, and extend patterns involving addition, subtraction, or multiplication to solve problems in a variety of contexts. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Add up to three two-digit numbers using strategies based on place value and properties of operations. Interpret patterns of multiplication on a hundreds board and/or multiplication table. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Add up to four two-digit numbers. Identify arithmetic patterns and explain the patterns using properties of operations. C24: Subtracting on a Hundred Chart Curriculum Standards: Use a hundred chart to subtract tens and ones. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will count backward by tens from 120. The student will determine sums and differences, using various methods. The student will create and solve single-step and two- step practical problems involving addition and subtraction. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. C25: Using Mental Math to Add Curriculum Standards: Add within 100 using place-value strategies. Break apart numbers into tens and ones to find their sum. Break apart addends and combine them in different ways to make numbers that are easy to add mentally. Choose and use any strategy to add two-digit numbers. Use mental math to add. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. The student will estimate and determine the sum or difference of two whole numbers. The student will create and solve single-step and multistep practical problems involving sums or differences of two whole numbers, each 9,999 or less. The student will create equations to represent equivalent mathematical relationships. Add 2-digit numbers and then explain the work. Use mental strategies and algorithms based on knowledge of place value to add and subtract two- digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms. Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Apply commutative and identity properties and number sense to find values for unknowns that make number sentences involving addition and subtraction true or false. Use strategies and algorithms based on knowledge of place value and equality to fluently add and subtract multi-digit numbers. Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Add up to three two-digit numbers using strategies based on place value and properties of operations. Add and subtract whole numbers up to and including 1,000. Model and explain how the relationship between addition and subtraction can be applied to solve addition and subtraction problems. Use expanded form to decompose numbers and then find sums and differences. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Add up to four two-digit numbers. Demonstrate fluency with addition and subtraction within 1000. C26: Using Mental Math to Subtract Curriculum Standards: Make numbers that are easier to subtract, and use mental math to find the difference. Solve one- and two-step problems using addition or subtraction. Use mental math to subtract. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g. by using drawings and equations with a symbol for the unknown number to represent the problem). Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. The student will estimate and determine the sum or difference of two whole numbers. The student will create and solve single-step and multistep practical problems involving sums or differences of two whole numbers, each 9,999 or less. The student will create equations to represent equivalent mathematical relationships. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms. Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Solve real-world and mathematical addition and subtraction problems involving whole numbers up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to fluently add and subtract multi-digit numbers. Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. One-Step problems: Add to/Take from-Start Unknown Compare-Bigger Unknown Compare-Smaller Unknown Two-Step problems involving single digits: Add to/Take from- Change Unknown Add to/Take from- Change Unknown Add and subtract whole numbers up to and including 1,000. Model and explain how the relationship between addition and subtraction can be applied to solve addition and subtraction problems. Use expanded form to decompose numbers and then find sums and differences. Demonstrate fluency with addition and subtraction within 100. Use the relationship between addition and subtraction to solve problems. Write and solve problems involving addition and subtraction within 100. Add or subtract within 1000, and justify the solution. Demonstrate fluency with addition and subtraction within 1000. C27: Adding Two-Digit Numbers Curriculum Standards: Add two 3-digit numbers by breaking apart problems into simpler problems. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. The student will estimate and determine the sum or difference of two whole numbers. The student will create and solve single-step and multistep practical problems involving sums or differences of two whole numbers, each 9,999 or less. Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms. Use addition and subtraction to solve real- world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Use strategies and algorithms based on knowledge of place value and equality to fluently add and subtract multi-digit numbers. Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Recognize, represent and apply the number properties (commutative, identity, and associative properties of addition and multiplication) using models and manipulatives to solve problems. Add and subtract whole numbers up to and including 1,000. Model and explain how the relationship between addition and subtraction can be applied to solve addition and subtraction problems. Use expanded form to decompose numbers and then find sums and differences. Demonstrate fluency with addition and subtraction within 1000. C28: Subtracting Two-Digit Numbers Curriculum Standards: Subtract multi-digit numbers using the expanded algorithm. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. The student will estimate and determine the sum or difference of two whole numbers. The student will create and solve single-step and multistep practical problems involving sums or differences of two whole numbers, each 9,999 or less. Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms. Use addition and subtraction to solve real- world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Use strategies and algorithms based on knowledge of place value and equality to fluently add and subtract multi-digit numbers. Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Recognize, represent and apply the number properties (commutative, identity, and associative properties of addition and multiplication) using models and manipulatives to solve problems. Add and subtract whole numbers up to and including 1,000. Model and explain how the relationship between addition and subtraction can be applied to solve addition and subtraction problems. Use expanded form to decompose numbers and then find sums and differences. Demonstrate fluency with addition and subtraction within 1000. C29: Estimating Sums Curriculum Standards: Use rounding or compatible numbers to estimate a sum. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. The student will round whole numbers, 9,999 or less, to the nearest ten, hundred, and thousand. The student will estimate and determine the sum or difference of two whole numbers. Round numbers to the nearest 10,000, 1000, 100 and 10. Round up and round down to estimate sums and differences. Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms. Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Recognize when to round numbers and apply understanding to round numbers to the nearest ten thousand, thousand, hundred, and ten and use compatible numbers to estimate sums and differences. Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Add and subtract whole numbers up to and including 1,000. Model and explain how the relationship between addition and subtraction can be applied to solve addition and subtraction problems. Use expanded form to decompose numbers and then find sums and differences. Demonstrate fluency with addition and subtraction within 1000. Interpret the reasonableness of answers using mental computation and estimation strategies including rounding. C30: Estimating Differences Curriculum Standards: Use rounding or compatible numbers to estimate a difference. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. The student will round whole numbers, 9,999 or less, to the nearest ten, hundred, and thousand. The student will estimate and determine the sum or difference of two whole numbers. Round numbers to the nearest 10,000, 1000, 100 and 10. Round up and round down to estimate sums and differences. Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms. Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Recognize when to round numbers and apply understanding to round numbers to the nearest ten thousand, thousand, hundred, and ten and use compatible numbers to estimate sums and differences. Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Add and subtract whole numbers up to and including 1,000. Model and explain how the relationship between addition and subtraction can be applied to solve addition and subtraction problems. Use expanded form to decompose numbers and then find sums and differences. Demonstrate fluency with addition and subtraction within 1000. Interpret the reasonableness of answers using mental computation and estimation strategies including rounding. C31: Mental Math Strategies Curriculum Standards: Use mental math to subtract. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. The student will estimate and determine the sum or difference of two whole numbers. The student will create and solve single-step and multistep practical problems involving sums or differences of two whole numbers, each 9,999 or less. The student will create equations to represent equivalent mathematical relationships. Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms. Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Use strategies and algorithms based on knowledge of place value and equality to fluently add and subtract multi-digit numbers. Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Add and subtract whole numbers up to and including 1,000. Model and explain how the relationship between addition and subtraction can be applied to solve addition and subtraction problems. Use expanded form to decompose numbers and then find sums and differences. Demonstrate fluency with addition and subtraction within 1000. C32: Adding Three-Digit Numbers Curriculum Standards: Add 3-digit numbers using mental math strategies. Use different addition strategies and explain why they work. Add 3-digit numbers using the standard algorithm. Use an open number line to add 3-digit numbers. Use models to add 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. The student will estimate and determine the sum or difference of two whole numbers. The student will create and solve single-step and multistep practical problems involving sums or differences of two whole numbers, each 9,999 or less. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms. Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Use strategies and algorithms based on knowledge of place value and equality to fluently add and subtract multi-digit numbers. Use addition and subtraction to solve real- world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Concrete models or drawings Strategies based on place value Properties of operations Add and subtract whole numbers up to and including 1,000. Model and explain how the relationship between addition and subtraction can be applied to solve addition and subtraction problems. Use expanded form to decompose numbers and then find sums and differences. Count within 1000 by 1s, 10s and 100s starting with any number. Read and write numbers to 1000 using number names, base-ten numerals and expanded form. Add or subtract within 1000, and justify the solution. Add or subtract mentally 10 or 100 to or from a given number within 1000. Understand that 100 can be thought of as 10 tens – called a “hundred”. Demonstrate fluency with addition and subtraction within 1000. Interpret the reasonableness of answers using mental computation and estimation strategies including rounding. C33: Subtracting Three-Digit Numbers Curriculum Standards: Use models to subtract 3-digit numbers. Subtract 3-digit numbers using the standard algorithm. Subtract a 3-digit number from another 3-digit number with one or more zeros by using the standard algorithm. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. The student will estimate and determine the sum or difference of two whole numbers. The student will create and solve single-step and multistep practical problems involving sums or differences of two whole numbers, each 9,999 or less. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms. Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to fluently add and subtract multi-digit numbers. Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Add and subtract whole numbers up to and including 1,000. Model and explain how the relationship between addition and subtraction can be applied to solve addition and subtraction problems. Use expanded form to decompose numbers and then find sums and differences. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Concrete models or drawings Strategies based on place value Properties of operations Relationship between addition and subtraction Understand that 100 can be thought of as 10 tens – called a “hundred”. Count within 1000 by 1s, 10s and 100s starting with any number. Add or subtract within 1000, and justify the solution. Demonstrate fluency with addition and subtraction within 1000. Interpret the reasonableness of answers using mental computation and estimation strategies including rounding. C34: Adding Three Numbers Curriculum Standards: Add three or more numbers using the standard algorithm. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. The student will estimate and determine the sum or difference of two whole numbers. The student will create and solve single-step and multistep practical problems involving sums or differences of two whole numbers, each 9,999 or less. Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms. Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Use strategies and algorithms based on knowledge of place value and equality to fluently add and subtract multi-digit numbers. Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Recognize, represent and apply the number properties (commutative, identity, and associative properties of addition and multiplication) using models and manipulatives to solve problems. Add and subtract whole numbers up to and including 1,000. Model and explain how the relationship between addition and subtraction can be applied to solve addition and subtraction problems. Use expanded form to decompose numbers and then find sums and differences. Demonstrate fluency with addition and subtraction within 1000. Interpret the reasonableness of answers using mental computation and estimation strategies including rounding. C35: Subtracting Across Zero C36: Add with Tens on an Open Number Line Curriculum Standards: Add tens to two-digit numbers using an open number line. Choose and use any strategy to add two-digit numbers. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will count forward by twos, fives, and tens to 120, starting at various multiples of 2, 5, or 10. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Add up to four two-digit numbers using strategies based on place value and properties of operations. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Use objects and number lines to represent number sentences. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Add up to three two-digit numbers using strategies based on place value and properties of operations. Count within 1000 by 1s, 10s and 100s starting with any number. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Add up to four two-digit numbers. C37: Add Two-Digit Numbers on an Open Number Line Curriculum Standards: Use an open number line to add tens and ones within 100. Choose and use any strategy to add two-digit numbers. Add up to subtract using an open number line. Add 3-digit numbers using mental math strategies. Use an open number line to add 3-digit numbers. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will count forward by twos, fives, and tens to 120, starting at various multiples of 2, 5, or 10. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones and sometimes it is necessary to compose or decompose tens or hundreds. Add up to four two-digit numbers using strategies based on place value and properties of operations. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use a number line to solve addition problems. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Use objects and number lines to represent number sentences. Find a number that is 10 more or 10 less than a given number. 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. 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Add up to three two-digit numbers using strategies based on place value and properties of operations. Concrete models or drawings Strategies based on place value Properties of operations A two-digit number and a one-digit number A two-digit number and a multiple of 10 Count within 1000 by 1s, 10s and 100s starting with any number. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Add up to four two-digit numbers. Use the relationship between addition and subtraction to solve problems. Read and write numbers to 1000 using number names, base-ten numerals and expanded form. Add or subtract within 1000, and justify the solution. Add or subtract mentally 10 or 100 to or from a given number within 1000. Add within 100. C38: Subtract Tens on an Open Number Line Curriculum Standards: Use an open number line to subtract tens. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will count backward by tens from 120. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Use objects and number lines to represent number sentences. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. C39: Subtract Two-Digit Numbers on an Open Number Line Curriculum Standards: Use an open number line to subtract tens. Use an open number line to subtract tens and ones. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will count backward by tens from 120. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two- digit numbers. Use objects and number lines to represent number sentences. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. C40: Use Compensation to Add Curriculum Standards: Make numbers that are easier to subtract, and use mental math to find the difference. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Add 3-digit numbers using partial sums. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones and sometimes it is necessary to compose or decompose tens or hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Concrete models or drawings Strategies based on place value Properties of operations Demonstrate fluency with addition and subtraction within 100. Use the relationship between addition and subtraction to solve problems. Write and solve problems involving addition and subtraction within 100. Read and write numbers to 1000 using number names, base-ten numerals and expanded form. Add or subtract within 1000, and justify the solution. C41: Break Apart Numbers to Subtract Curriculum Standards: Break apart 1-digit numbers to make it easier to subtract mentally. Break apart 2-digit numbers to make it easier to subtract. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Demonstrate fluency with addition and subtraction within 100. Use the relationship between addition and subtraction to solve problems. Write and solve problems involving addition and subtraction within 100. C42: Partial Sums Curriculum Standards: Add using place value and partial sums. Add numbers using partial sums. Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Add 3-digit numbers using partial sums. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones and sometimes it is necessary to compose or decompose tens or hundreds. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Selecting an appropriate strategy in order to efficiently compute sums and differences. Add up to three two-digit numbers using strategies based on place value and properties of operations. Concrete models or drawings Strategies based on place value Properties of operations Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Read and write numbers to 1000 using number names, base-ten numerals and expanded form. Add or subtract within 1000, and justify the solution. C43: Make 10 to Add 2-Digit Numbers Curriculum Standards: Solve addition problems by using blocks or drawings. 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 addition and subtraction. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two- digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). The student will demonstrate an understanding of equality through the use of the equal symbol. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Find a number that is 10 more or 10 less than a given number. 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. Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. 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. A two-digit number and a one-digit number A two-digit number and a multiple of 10 Add within 100. C44: Counting Up to Subtract on an Open Number Line Curriculum Standards: Use an open number line to add up to subtract 3-digit numbers. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones and sometimes it is necessary to compose or decompose tens or hundreds. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Comparing addition and subtraction strategies, and explaining why they work. Concrete models or drawings Strategies based on place value Properties of operations Relationship between addition and subtraction Count within 1000 by 1s, 10s and 100s starting with any number. Add or subtract within 1000, and justify the solution. Use the relationship between addition and subtraction to solve problems. C45: Adding 10 and 100 to Numbers Curriculum Standards: Add 10 or 100 mentally using place value. Use an open number line to add 3-digit numbers. Mentally add 10 or 100 to a given number 100-900 and mentally subtract 10 or 100 from a given number 100-900. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will identify the number that is 10 more, 10 less, 100 more, and 100 less than a given number up to 999. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones and sometimes it is necessary to compose or decompose tens or hundreds. The student will determine sums and differences, using various methods. The student will create and solve single-step and two- step practical problems involving addition and subtraction. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Flexibly using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Concrete models or drawings Strategies based on place value Properties of operations Demonstrate fluency with addition and subtraction within 100. Add or subtract mentally 10 or 100 to or from a given number within 1000. Count within 1000 by 1s, 10s and 100s starting with any number. Read and write numbers to 1000 using number names, base-ten numerals and expanded form. Add or subtract within 1000, and justify the solution. C46: Subtracting 10 and 100 from Numbers Curriculum Standards: Subtract 10 or 100 mentally using place-value strategies. Mentally add 10 or 100 to a given number 100-900 and mentally subtract 10 or 100 from a given number 100-900. Explain why addition and subtraction strategies work, using place value and the properties of operations. Instructional Note: Explanations may be supported by drawing or objects. The student will identify the number that is 10 more, 10 less, 100 more, and 100 less than a given number up to 999. Add 10 or 100 mentally using place value. Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Find 10 more or 10 less than a given three-digit number. Find 100 more or 100 less than a given three-digit number. Comparing addition and subtraction strategies, and explaining why they work. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Add or subtract within 1000, and justify the solution. Add or subtract mentally 10 or 100 to or from a given number within 1000. Demonstrate fluency with addition and subtraction within 100. C47: Use an Open Number Line to Multiply Curriculum Standards: Use an open number line to find products when one factor is a multiple of 10. Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. The student will solve single-step practical problems involving multiplication of whole numbers, where one factor is 99 or less and the second factor is 5 or less. Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division. Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two-digit number by a one-digit number. Use concrete and pictorial models, based on place value and the properties of operations, to find the product of a one-digit whole number by a multiple of 10 in the range 10–90. Multiply whole numbers by multiples of 10 in the range 10-90. Booklet D: Measurement, Geometry, Data, and Probability in Grades K-3 D1: Time to the Hour Curriculum Standards: Tell time and use reasoning to state if the event is happening in the a.m. or p.m. Count within 1000 and skip-count by 5s, 10s and 100s. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. The student will tell time and write time to the nearest five minutes, using analog and digital clocks. Tell time to the hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. Read and write time to the quarter-hour on an analog and digital clock. Distinguish between a.m. and p.m. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Tell and write time in hours and half-hours using analog and digital clocks. Count within 1000 by 1s, 10s and 100s starting with any number. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Describe a time shown on a digital clock as representing hours and minutes, and relate a time shown on a digital clock to the same time on an analog clock. Tell and write time in hours and half-hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. D2: Time to the Half Hour Curriculum Standards: Tell time and use reasoning to state if the event is happening in the a.m. or p.m. Count within 1000 and skip-count by 5s, 10s and 100s. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. The student will tell time and write time to the nearest five minutes, using analog and digital clocks. Tell time to the half hour. Tell and write time in hours and half-hours using analog and digital clocks. The student will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter- hour and distinguish between a.m. and p.m. Read and write time to the quarter-hour on an analog and digital clock. Distinguish between a.m. and p.m. Tell time to the hour and half-hour. Tell time to the hour and half-hour (analog and digital). Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Tell and write time in hours and half-hours using analog and digital clocks. Count within 1000 by 1s, 10s and 100s starting with any number. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Describe a time shown on a digital clock as representing hours and minutes, and relate a time shown on a digital clock to the same time on an analog clock. Tell and write time in hours and half- hours using analog and digital clocks. Demonstrate an understanding of concepts of time and devices that measure time. D3: Time to Five Minutes Curriculum Standards: Tell time to the nearest five minutes. Say the time in different ways. Tell time and use reasoning to state if the event is happening in the a.m. or p.m. Count within 1000 and skip- count by 5s, 10s and 100s. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. The student will tell time and write time to the nearest five minutes, using analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. Read and write time to the quarter-hour on an analog and digital clock. Distinguish between a.m. and p.m. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Count within 1000 by 1s, 10s and 100s starting with any number. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Describe a time shown on a digital clock as representing hours and minutes, and relate a time shown on a digital clock to the same time on an analog clock. D4: Time Before and After the Hour Curriculum Standards: Say the time in different ways. Tell time and use reasoning to state if the event is happening in the a.m. or p.m. Count within 1000 and skip-count by 5s, 10s and 100s. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. The student will tell time and write time to the nearest five minutes, using analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. Read and write time to the quarter-hour on an analog and digital clock. Distinguish between a.m. and p.m. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Count within 1000 by 1s, 10s and 100s starting with any number. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Describe a time shown on a digital clock as representing hours and minutes, and relate a time shown on a digital clock to the same time on an analog clock. D5: Time to the Quarter Hour Curriculum Standards: Say the time in different ways. Tell time and use reasoning to state if the event is happening in the a.m. or p.m. Count within 1000 and skip-count by 5s, 10s and 100s. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. The student will tell time and write time to the nearest five minutes, using analog and digital clocks. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Tell time to the quarter-hour and distinguish between a.m. and p.m. Read and write time to the quarter-hour on an analog and digital clock. Distinguish between a.m. and p.m. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Count within 1000 by 1s, 10s and 100s starting with any number. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Describe a time shown on a digital clock as representing hours and minutes, and relate a time shown on a digital clock to the same time on an analog clock. D6: Telling Time Curriculum Standards: Show and tell time to the nearest minute using analog and digital clocks. Tell and write time to the nearest minute, measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes (e.g., by representing the problem on a number line diagram). The student will tell time to the nearest minute, using analog and digital clocks. Tell time to the minute, using digital and analog clocks. Determine elapsed time to the minute. Tell and write time to the nearest minute. Solve word problems involving addition and subtraction of time intervals within the same hour. Tell and write time to the nearest minute. Estimate time intervals in minutes. Solve problems involving addition and subtraction of minutes. D7: Units of Time D8: Elapsed Time Curriculum Standards: Tell and write time to the nearest minute and measure time intervals in minutes. Tell and write time to the nearest minute, measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes (e.g., by representing the problem on a number line diagram). The student will solve practical problems related to elapsed time in one-hour increments within a 12-hour period. Tell time to the minute, using digital and analog clocks. Determine elapsed time to the minute. Determine the solutions to problems involving addition and subtraction of time in intervals of 5 minutes, up to one hour, using pictorial models, number line diagrams, or other tools. Tell and write time to the nearest minute. Solve word problems involving addition and subtraction of time intervals within the same hour. Tell and write time to the nearest minute. Estimate time intervals in minutes. Solve problems involving addition and subtraction of minutes. D9: Comparing and Ordering by Length Curriculum Standards: Compare objects by length and height. 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. 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). Order objects by length. Order three objects by length and compare the lengths of two objects indirectly by using a third object. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. Use words to compare objects according to length, size, weight, position, and location. 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. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three or more objects by length. Compare the lengths of two objects indirectly by using a third object. Compare the measurable attributes of two objects. D10: Comparing and Ordering by Capacity D11: Comparing and Ordering by Weight D12: Unit Size and Measuring Curriculum Standards: Use objects to measure length. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Estimate measures and use a ruler to measure length and height to the nearest centimeter. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths using units of inches, feet, centimeters, and meters. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Explain the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest whole unit. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Measure the same object/distance with units of two different lengths and describe how and why the measurements differ. Describe a length to the nearest whole unit using a number and a unit. Measure the length of an object in standard units by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths in using standard units of inches, feet, yards, centimeters, and meters. Express the length of an object as a whole number of non-standard length units. Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps. Measure the length of an object by selecting and using appropriate tools. Estimate lengths using units of inches, feet, yards, centimeters and meters. Demonstrate the ability to measure length or distance using objects. D13: Inches and Feet Curriculum Standards: Estimate the length of an object by relating the length of the object to a measurement I know. Estimate measures and use a ruler to measure length and height to the nearest inch. Estimate measures and use tools to measure the length and height of objects to the nearest inch, foot, and yard. Estimate and measure the length and height of objects in inches, feet, and yards. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure the length of an object twice, using length units of different lengths for the two measurements, describe how the two measurements relate to the size of the unit chosen. The student will estimate and measure length to the nearest inch. Estimate lengths using units of inches, feet, centimeters, and meters. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Explain the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Explain the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest whole unit. Measure the length of an object in standard units by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. Estimate lengths in using standard units of inches, feet, yards, centimeters, and meters. Estimate lengths using units of inches, feet, yards, centimeters and meters. Measure the length of an object by selecting and using appropriate tools. Analyze the results of measuring the same object with different units. D14: Centimeters Curriculum Standards: Estimate measures and use a ruler to measure length and height to the nearest centimeter. Estimate measures and use a ruler, meter stick, or tape measure to measure length and height to the nearest centimeter or meter. Measure the length and height of objects using different metric units. Tell how much longer one object is than another. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure the length of an object twice, using length units of different lengths for the two measurements, describe how the two measurements relate to the size of the unit chosen. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units (e.g., by using drawings, such as drawings of rulers), and equations with a symbol for the unknown number to represent the problem. Estimate lengths using units of inches, feet, centimeters, and meters. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Explain the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Explain the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest whole unit. Measure the length of an object in standard units by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Use addition and subtraction, within 100, to solve word problems involving lengths that are given in the same units, using equations with a symbol for the unknown number to represent the problem. Estimate lengths in using standard units of inches, feet, yards, centimeters, and meters. Measure the length of an object by selecting and using appropriate tools. Estimate lengths using units of inches, feet, yards, centimeters and meters. Analyze the results of measuring the same object with different units. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Measure to determine how much longer one object is than another. Use addition and subtraction within 100 to solve problems involving lengths that are given in the same units. D15: Inches, Feet, and Yards Curriculum Standards: Estimate the length of an object by relating the length of the object to a measurement I know. Estimate measures and use a ruler to measure length and height to the nearest inch. Estimate measures and use tools to measure the length and height of objects to the nearest inch, foot, and yard. Estimate and measure the length and height of objects in inches, feet, and yards. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure the length of an object twice, using length units of different lengths for the two measurements, describe how the two measurements relate to the size of the unit chosen. The student will estimate and measure length to the nearest inch. Estimate lengths using units of inches, feet, centimeters, and meters. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Explain the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Explain the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest whole unit. Measure the length of an object in standard units by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. Estimate lengths in using standard units of inches, feet, yards, centimeters, and meters. Estimate lengths using units of inches, feet, yards, centimeters and meters. Measure the length of an object by selecting and using appropriate tools. Analyze the results of measuring the same object with different units. D16: Inches Curriculum Standards: Estimate measures and use a ruler to measure length and height to the nearest inch. Measure the lengths of objects and make a line plot to organize the data. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Generate measurement data by measuring lengths of several objects to the nearest whole unit or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. The student will estimate and measure length to the nearest inch. Estimate lengths using units of inches, feet, centimeters, and meters. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Explain the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest whole unit. Measure the length of an object in standard units by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate lengths in using standard units of inches, feet, yards, centimeters, and meters. Measure the length of an object by selecting and using appropriate tools. Estimate lengths using units of inches, feet, yards, centimeters and meters. Create a line plot to represent a set of numeric data, given a horizontal scale marked in whole numbers. Generate measurement data to the nearest whole unit, and display the data in a line plot. Solve problems using information presented in line plots, picture graphs and bar graphs. Draw conclusions from line plots, picture graphs and bar graphs. D17: Centimeters and Meters Curriculum Standards: Estimate measures and use a ruler, meter stick, or tape measure to measure length and height to the nearest centimeter or meter. Measure the length and height of objects using different metric units. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure the length of an object twice, using length units of different lengths for the two measurements, describe how the two measurements relate to the size of the unit chosen. Estimate lengths using units of inches, feet, centimeters, and meters. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Explain the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Explain the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest whole unit. Measure the length of an object in standard units by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. Estimate lengths in using standard units of inches, feet, yards, centimeters, and meters. Measure the length of an object by selecting and using appropriate tools. Estimate lengths using units of inches, feet, yards, centimeters and meters. Analyze the results of measuring the same object with different units. D18: Perimeter Curriculum Standards: Find the perimeter of different polygons. Find the perimeter of different polygons with common shapes. Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. The student will estimate and measure the distance around a polygon in order to determine its perimeter using U.S. Customary and metric units. Find the perimeter of a polygon by adding the lengths of the sides. Measure distances around objects. Find perimeter of polygon, given whole number lengths of the sides, in real-world and mathematical situations. Relate area to the operations of multiplication and addition. Solve problems involving perimeters of polygons, including finding the perimeter given the side lengths, and finding an unknown side length. Calculate area by using unit squares to cover a plane figure with no gaps or overlaps. Solve problems involving perimeters of polygons. D19: Exploring Area Curriculum Standards: Use unit squares to find the area of a shape. Use unit squares to find the area of a figure. Recognize area as an attribute of plane figures and understand concepts of area measurement. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area and can be used to measure area. Recognize area as an attribute of plane figures and understand concepts of area measurement. A plane figure which can be covered without gaps or overlaps by b unit squares is said to have an area of b square units. Measure areas by counting unit squares (square cm, square m, square in, square ft. and improvised units). The student will estimate and count the number of square units needed to cover a given surface in order to determine its area. Find the area of two-dimensional figures by counting total number of same size unit squares that fill the shape without gaps or overlaps. Calculate area by using unit squares to cover a plane figure with no gaps or overlaps. Label area measurements with squared units. D20: Finding Area on a Grid Curriculum Standards: Use unit squares to find the area of a shape. Use unit squares to find the area of a figure. Use standard units to measure the area of a shape. Recognize area as an attribute of plane figures and understand concepts of area measurement. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area and can be used to measure area. Recognize area as an attribute of plane figures and understand concepts of area measurement. A plane figure which can be covered without gaps or overlaps by b unit squares is said to have an area of b square units. Measure areas by counting unit squares (square cm, square m, square in, square ft. and improvised units). The student will estimate and count the number of square units needed to cover a given surface in order to determine its area. Find the area of two-dimensional figures by counting total number of same size unit squares that fill the shape without gaps or overlaps. Develop and use formulas to determine the area of rectangles. Justify why length and width are multiplied to find the area of a rectangle by breaking the rectangle into one unit by one unit squares and viewing these as grouped into rows and columns. Calculate area by using unit squares to cover a plane figure with no gaps or overlaps. Label area measurements with squared units. D21: Area of Rectangles and Squares Curriculum Standards: Use unit squares and multiplication to find the areas of squares and rectangles. Relate area to the operations of multiplication and addition. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. Relate area to the operations of multiplication and addition. Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. Develop and use formulas to determine the area of rectangles. Justify why length and width are multiplied to find the area of a rectangle by breaking the rectangle into one unit by one unit squares and viewing these as grouped into rows and columns. Find the area of two-dimensional figures by counting total number of same size unit squares that fill the shape without gaps or overlaps. Find the area of a rectangle with whole-number side lengths by tiling without gaps or overlaps and counting unit squares. Relate area to the operations of multiplication and addition. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. Multiply side lengths to find areas of rectangles with whole- number side lengths in the context of solving problems, and represent whole-number products as rectangular areas in mathematical reasoning. Demonstrate that tiling a rectangle to find the area and multiplying the side lengths result in the same value. Multiply whole-number side lengths to solve problems involving the area of rectangles. D22: Area of Irregular Figures Curriculum Standards: Use areas of rectangles to find the area of irregular shapes. Relate area to the operations of multiplication and addition. Recognize area as additive and find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non- overlapping parts, applying this technique to solve real world problems. Find the area of two- dimensional figures by counting total number of same size unit squares that fill the shape without gaps or overlaps. Decompose a rectangle into smaller rectangles to find the area of the original rectangle. D23: Rectangles with the Same Area or Perimeter Curriculum Standards: Understand the relationship of shapes with the same perimeter and different areas. Understand the relationship of shapes with the same area and different perimeters. Relate area to the operations of multiplication and addition. Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. Find the perimeter of a polygon by adding the lengths of the sides. Measure distances around objects. Develop and use formulas to determine the area of rectangles. Justify why length and width are multiplied to find the area of a rectangle by breaking the rectangle into one unit by one unit squares and viewing these as grouped into rows and columns. Relate area to the operations of multiplication and addition. Solve problems involving perimeters of polygons, including finding the perimeter given the side lengths, and finding an unknown side length. Solve problems involving perimeters of polygons. Understand that rectangles can have equal perimeters but different areas, or rectangles can have equal areas but different perimeters. D24: Using Customary Units of Capacity D25: Using Metric Units of Capacity Curriculum Standards: Use standard units to estimate liquid volume. Use pictures to help solve problems about mass and volume. Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg) and liters (l). Add, subtract, multiply or divide to solve one- step word problems involving masses or volumes that are given in the same units (e.g., by using drawings, such as a beaker with a measurement scale) to represent the problem. Instructional Note: Exclude compound units such as cm3 and finding the geometric volume of a container. The student will estimate and use U.S. Customary and metric units to measure liquid volume in cups, pints, quarts, gallons, and liters. The student will create and solve single-step and multistep practical problems involving sums or differences of two whole numbers, each 9,999 or less. Demonstrate fluency of multiplication facts with factors up to 10. Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two-digit number by a one-digit number. Solve problems involving customary measurement. Estimate and measure capacity and weight in customary units to a whole number: cups, pints, quarts, gallons, ounces, and pounds. Add, subtract, multiply, or divide to solve one-step word problems involving whole number measurements of length, weight, and capacity in the same customary units. Measure or estimate length, liquid volume and weight of objects. Use the four operations to solve problems involving lengths, liquid volumes or weights given in the same units. D26: Using Metric Units of Mass Curriculum Standards: Use standard units to estimate the masses of solid objects. Use a pan balance with metric weights to measure the mass of objects in grams and kilograms. Use pictures to help solve problems about mass and volume. Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg) and liters (l). Add, subtract, multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units (e.g., by using drawings, such as a beaker with a measurement scale) to represent the problem. Instructional Note: Exclude compound units such as cm3 and finding the geometric volume of a container. The student will create and solve single-step and multistep practical problems involving sums or differences of two whole numbers, each 9,999 or less. Demonstrate fluency of multiplication facts with factors up to 10. Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two-digit number by a one-digit number. Solve problems involving customary measurement. Estimate and measure capacity and weight in customary units to a whole number: cups, pints, quarts, gallons, ounces, and pounds. Add, subtract, multiply, or divide to solve one-step word problems involving whole number measurements of length, weight, and capacity in the same customary units. Measure or estimate length, liquid volume and weight of objects. Use the four operations to solve problems involving lengths, liquid volumes or weights given in the same units. D27: Using Customary Units of Weight D28: Position and Location Curriculum Standards: Describe positions of shapes in the environment. 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. 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. Use basic shapes and spatial reasoning to model objects in the real-world. Use words to compare objects according to length, size, weight and position. Identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably. Use basic shapes and spatial reasoning to represent objects in the real world. Use words to compare objects according to length, size, weight, position, and location. Describe objects in the environment using names of shapes, and describe the relative positions of objects using positional terms. Describe the relative positions of objects in space. D29: Shape Curriculum Standards: Build 2.D shapes that match given attributes. 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. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. The student will identify and describe plane figures (circle, triangle, square, and rectangle). Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Use smaller shapes to form a larger shape when there is an outline to follow. 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. Building and drawing triangles, rectangles, squares, hexagons, circles. Building cubes, cones, spheres, and cylinders. Identify and describe the attribute of shapes, and use the attributes to sort a collection of shapes Draw or model simple two-dimensional shapes. D30: Properties of Plane Shapes Curriculum Standards: Recognize shapes by how they look. Describe plane shapes by how they look. Draw polygon shapes. Analyze and compare 2.D shapes. 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. The student will identify and describe plane figures (circle, triangle, square, and rectangle). The student will compare the size (smaller, larger) and shape of plane figures (circle, triangle, square, and rectangle). 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. Use attributes to match shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will identify and describe representations of circles, squares, rectangles, and triangles in different environments, regardless of orientation, and explain reasoning. The student will sort and classify concrete objects according to one or two attributes. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces (sizes are compared directly or visually, not compared by measuring). Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. The student will identify, describe, compare, and contrast plane and solid figures (circles/spheres, squares/cubes, and rectangles/rectangular prisms). Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Recognize trapezoids and hexagons. Describe, compare, and classify two-dimensional figures according to their geometric attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Identify trapezoids and hexagons by pointing to the shape when given the name. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably. 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. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Recognize and draw triangles, quadrilaterals, pentagons, and hexagons, having specified attributes; recognize and describe attributes of rectangular prisms and cubes. Recognize and draw shapes having specified attributes, such as a given number of angles or sides. Identify triangles, quadrilaterals, pentagons, hexagons, circles and cubes. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. Identify and describe the attribute of shapes, and use the attributes to sort a collection of shapes D31: Solid Figures Curriculum Standards: Name shapes as flat or solid. Through the use of real-life objects, identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). The student will identify and describe plane figures (circle, triangle, square, and rectangle). Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. Recognize squares, circles, triangles, and rectangles. Identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably. Use basic shapes and spatial reasoning to represent objects in the real world. Identify squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres as two-dimensional or three-dimensional. Identify shapes and describe objects in the environment using names of shapes, recognizing the name stays the same regardless of orientation or size. D32: Flat Surfaces of Solid Figures Curriculum Standards: Analyze and compare 2.D and 3.D shapes. 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. 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. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Sort objects using characteristics such as shape, size, color and thickness. 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. Identify and describe the attribute of shapes, and use the attributes to sort a collection of shapes D33: Making New Shapes from Shapes Curriculum Standards: Use materials to build 3.D shapes. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes (e.g., “Can these two triangles, with full sides touching, join to make a rectangle?”). The student will identify and describe plane figures (circle, triangle, square, and rectangle). Combine 2-D shapes to make another 2-D shape. 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. Instructional Note: Students do not need to learn formal names such as, “right rectangular prism.” The student will identify, trace, describe, and sort plane figures (triangles, squares, rectangles, and circles) according to number of sides, vertices, and angles. The student will sort and classify concrete objects according to one or two attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Compose and decompose larger shapes using smaller two-dimensional shapes. Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres. Compose free- form shapes with blocks. Building and drawing triangles, rectangles, squares, hexagons, circles. Building cubes, cones, spheres, and cylinders. Compose larger shapes from simple shapes. Making a two- dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape. Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape. Compose and decompose two- and three-dimensional shapes to build an understanding of part-whole relationships and the properties of the original and composite shapes. Draw or model simple two-dimensional shapes. Compose simple shapes to form larger shapes using manipulatives. D34: Cutting Shapes Apart D35: Flat Surfaces and Corners D36: Faces, Corners, and Edges Curriculum Standards: Draw cubes and describe how they look. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces (sizes are compared directly or visually, not compared by measuring). Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. The student will identify, describe, compare, and contrast plane and solid figures (circles/spheres, squares/cubes, and rectangles/rectangular prisms). Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Describe, compare, and classify two-dimensional figures according to their geometric attributes. Recognize and draw triangles, quadrilaterals, pentagons, and hexagons, having specified attributes; recognize and describe attributes of rectangular prisms and cubes. Recognize and draw shapes having specified attributes, such as a given number of angles or sides. Identify triangles, quadrilaterals, pentagons, hexagons, circles and cubes. Identify the faces of three- dimensional objects. D37: Solid Figures Curriculum Standards: Draw cubes and describe how they look. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces (sizes are compared directly or visually, not compared by measuring). Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. The student will identify, describe, compare, and contrast plane and solid figures (circles/spheres, squares/cubes, and rectangles/rectangular prisms). Define 3-D shapes by their number of edges, vertices, and faces or flat surfaces. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes. The student will sort and classify concrete objects according to one or two attributes. Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Describe, compare, and classify two-dimensional figures according to their geometric attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compose and decompose larger shapes using smaller two-dimensional shapes. Recognize and draw triangles, quadrilaterals, pentagons, and hexagons, having specified attributes; recognize and describe attributes of rectangular prisms and cubes. Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. Building cubes, rectangular prisms, cones, spheres, and cylinders. Recognize and draw shapes having specified attributes, such as a given number of angles or sides. Identify triangles, quadrilaterals, pentagons, hexagons, circles and cubes. Identify the faces of three-dimensional objects. Distinguish between defining attributes versus non-defining attributes; build and draw shapes that possess defining attributes. D38: Lines and Line Segments D39: Acute, Right, and Obtuse Angles D40: Polygons Curriculum Standards: Describe plane shapes by how they look. Draw polygon shapes. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces (sizes are compared directly or visually, not compared by measuring). Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. The student will identify, describe, compare, and contrast plane and solid figures (circles/spheres, squares/cubes, and rectangles/rectangular prisms). Identify and name basic two- and three-dimensional shapes, such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, rectangular prisms, cones, cylinders and spheres. Recognize trapezoids and hexagons. Describe, compare, and classify two-dimensional figures according to their geometric attributes. Recognize and draw triangles, quadrilaterals, pentagons, and hexagons, having specified attributes; recognize and describe attributes of rectangular prisms and cubes. Recognize and draw shapes having specified attributes, such as a given number of angles or sides. Identify triangles, quadrilaterals, pentagons, hexagons, circles and cubes. D41: Classifying Triangles Using Sides and Angles D42: Quadrilaterals Curriculum Standards: Identify quadrilaterals and use attributes to describe them. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), that the shared attributes can define a larger category (e.g. quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. Identify parallel and perpendicular lines in various contexts, and use them to describe and create geometric shapes, such as right triangles, rectangles, parallelograms and trapezoids. Sketch polygons with a given number of sides or vertices (corners), such as pentagons, hexagons and octagons. Reason with two-dimensional shapes and their attributes. Investigate, describe, and reason about composing triangles and quadrilaterals and decomposing quadrilaterals. Recognize and draw examples and non-examples of types of quadrilaterals including rhombuses, rectangles, squares, parallelograms, and trapezoids. Understand that shapes in different categories may share attributes and that the shared attributes can define a larger category. Distinguish rhombuses and rectangles as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to these subcategories. D43: Graphing D44: Sorting and Classifying Curriculum Standards: Classify objects into categories and tell why they are in each category. 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.) The student will sort and classify objects according to one attribute. Sort objects using characteristics such as shape, size, color and thickness. 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. Collect and sort information about objects and events in the environment. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Compare two numerals, between 1 and 10, and determine which is more than or less than the other. Classify objects into given categories; count the number of objects in each category. D45: Reading Picture Graphs Curriculum Standards: Draw picture graphs and use them to solve problems. Draw conclusions for graphs. Use graphs to compare and interpret data. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs (e.g., draw a bar graph in which each square in the bar graph might represent 5 pets). The student will read and interpret data represented in pictographs and bar graphs. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. The student will collect, organize, and represent data in pictographs and bar graphs. The student will read and interpret data represented in pictographs and bar graphs. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g. by using drawings and equations with a symbol for the unknown number to represent the problem). Interpret organized data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Collect, display and interpret data using frequency tables, bar graphs, picture graphs and number line plots having a variety of scales. Use appropriate titles, labels and units. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Summarize and construct a data set with multiple categories using a frequency table, line plot, pictograph, and/or bar graph with scaled intervals. Solve one- and two-step problems using categorical data represented with a frequency table, pictograph, or bar graph with scaled intervals. Explain that the length of a bar in a bar graph or the number of objects in a picture graph represents the number of data points for a given category. Organize a collection of data with up to four categories using pictographs and bar graphs with intervals of 1s, 2s, 5s or 10s. Write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one. Draw conclusions and make predictions from information in a graph. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one- to-one correspondence. Draw conclusions from picture and bar-type graphs. Represent and interpret scaled picture and bar graphs: Collect data by asking a question that yields data in up to four categories. Make a representation of data and interpret data in a frequency table, scaled picture graph, and/or scaled bar graph with axes provided. Solve one and two-step “how many more” and “how many less” problems using information from these graphs. Organize, represent, and interpret data with up to four categories. Draw a picture graph and a bar graph with a single-unit scale to represent a data set. Solve simple put-together, take-apart, and compare problems using information presented in a picture and a bar graph. One-Step problems: Add to/Take from-Start Unknown Compare-Bigger Unknown Compare- Smaller Unknown Two-Step problems involving single digits: Add to/Take from- Change Unknown Add to/Take from- Change Unknown Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Draw a picture graph or a bar graph to represent a data set with up to four categories. Solve problems using information presented in line plots, picture graphs and bar graphs. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Draw conclusions from line plots, picture graphs and bar graphs. Use multiplication and division within 100 to solve problems. Create frequency tables, scaled picture graphs and bar graphs to represent a data set with several categories. Solve one- and two-step problems using information presented in bar and/or picture graphs. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. D46: Interpreting Graphs Curriculum Standards: Draw bar graphs and use them to solve problems. Use graphs to solve problems. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. The student will collect, organize, and represent data in pictographs and bar graphs. The student will read and interpret data represented in pictographs and bar graphs. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Solve two-step word problems using the four operations, represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Instructional Note: This standard is limited to problems posed with whole numbers and having whole number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations). Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs (e.g., draw a bar graph in which each square in the bar graph might represent 5 pets). The student will read and interpret data represented in pictographs and bar graphs. Draw conclusions for graphs. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g. by using drawings and equations with a symbol for the unknown number to represent the problem). Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Collect, display and interpret data using frequency tables, bar graphs, picture graphs and number line plots having a variety of scales. Use appropriate titles, labels and units. Explain that the length of a bar in a bar graph or the number of objects in a picture graph represents the number of data points for a given category. Organize a collection of data with up to four categories using pictographs and bar graphs with intervals of 1s, 2s, 5s or 10s. Summarize and construct a data set with multiple categories using a frequency table, line plot, pictograph, and/or bar graph with scaled intervals. Solve one- and two-step problems using categorical data represented with a frequency table, pictograph, or bar graph with scaled intervals. Write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one. Draw conclusions and make predictions from information in a graph. Organize, represent, and interpret data with up to four categories. Draw a picture graph and a bar graph with a single-unit scale to represent a data set. Solve simple put-together, take-apart, and compare problems using information presented in a picture and a bar graph. Solve two-step word problems using addition, subtraction, and multiplication, representing problems using equations with a symbol for the unknown number. Use estimation strategies to assess reasonableness of answers. Represent and interpret scaled picture and bar graphs: Collect data by asking a question that yields data in up to four categories. Make a representation of data and interpret data in a frequency table, scaled picture graph, and/or scaled bar graph with axes provided. Solve one and two-step “how many more” and “how many less” problems using information from these graphs. One-Step problems: Add to/Take from-Start Unknown Compare-Bigger Unknown Compare-Smaller Unknown Two-Step problems involving single digits: Add to/Take from- Change Unknown Add to/Take from- Change Unknown Draw a picture graph or a bar graph to represent a data set with up to four categories. Solve problems using information presented in line plots, picture graphs and bar graphs. Use multiplication and division within 100 to solve problems. Write and solve two-step problems involving variables using any of the four operations. Create frequency tables, scaled picture graphs and bar graphs to represent a data set with several categories. Solve one- and two-step problems using information presented in bar and/or picture graphs. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Draw conclusions from line plots, picture graphs and bar graphs. D47: Reading Bar Graphs Curriculum Standards: Use graphs to compare and interpret data. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs (e.g., draw a bar graph in which each square in the bar graph might represent 5 pets). The student will read and interpret data represented in pictographs and bar graphs. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Collect, display and interpret data using frequency tables, bar graphs, picture graphs and number line plots having a variety of scales. Use appropriate titles, labels and units. Summarize and construct a data set with multiple categories using a frequency table, line plot, pictograph, and/or bar graph with scaled intervals. Solve one- and two-step problems using categorical data represented with a frequency table, pictograph, or bar graph with scaled intervals. Represent and interpret scaled picture and bar graphs: Collect data by asking a question that yields data in up to four categories. Make a representation of data and interpret data in a frequency table, scaled picture graph, and/or scaled bar graph with axes provided. Solve one and two- step “how many more” and “how many less” problems using information from these graphs. Use multiplication and division within 100 to solve problems. Create frequency tables, scaled picture graphs and bar graphs to represent a data set with several categories. Solve one- and two-step problems using information presented in bar and/or picture graphs. D48: Tallying Results Curriculum Standards: Count how many objects are in different categories. 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. 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.) The student will collect, organize, and represent data. The student will sort and classify objects according to one attribute. Organize data into categories. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one-to- one correspondence. 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. Sort objects using characteristics such as shape, size, color and thickness. Recognize that a number can be used to represent how many objects are in a set up to 10. Count forward, with and without objects, from any given number up to 10. 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. Collect and sort information about objects and events in the environment. 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. Given a number from 1– 20, count out that many objects. Given 20 objects arranged in a line, a rectangular array, and a circle, identify how many. Given 10 objects in a scattered arrangement, identify how many. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. Count forward beginning from a given number between 1 and 20. Read and write numerals and represent a number of objects from 0 to 20. Demonstrate that a number can be used to represent “how many” are in a set. Compare two numerals, between 1 and 10, and determine which is more than or less than the other. Classify objects into given categories; count the number of objects in each category. D49: Real Graphs D50: Data and Picture Graphs Curriculum Standards: Use frequency tables and picture graphs to compare and interpret data. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs (e.g., draw a bar graph in which each square in the bar graph might represent 5 pets). The student will collect, organize, and represent data in pictographs or bar graphs. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Collect, display and interpret data using frequency tables, bar graphs, picture graphs and number line plots having a variety of scales. Use appropriate titles, labels and units. Summarize and construct a data set with multiple categories using a frequency table, line plot, pictograph, and/or bar graph with scaled intervals. Solve one- and two-step problems using categorical data represented with a frequency table, pictograph, or bar graph with scaled intervals. Represent and interpret scaled picture and bar graphs: Collect data by asking a question that yields data in up to four categories. Make a representation of data and interpret data in a frequency table, scaled picture graph, and/or scaled bar graph with axes provided. Solve one and two-step “how many more” and “how many less” problems using information from these graphs. Create frequency tables, scaled picture graphs and bar graphs to represent a data set with several categories. Solve one- and two-step problems using information presented in bar and/or picture graphs. D51: Making Bar Graphs Curriculum Standards: Draw bar graphs and use them to solve problems. Use frequency tables and picture graphs to compare and interpret data. Draw a picture graph and a bar graph (with single- unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. The student will collect, organize, and represent data in pictographs and bar graphs. The student will read and interpret data represented in pictographs and bar graphs. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs (e.g., draw a bar graph in which each square in the bar graph might represent 5 pets). The student will collect, organize, and represent data in pictographs or bar graphs. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Collect, display and interpret data using frequency tables, bar graphs, picture graphs and number line plots having a variety of scales. Use appropriate titles, labels and units. Explain that the length of a bar in a bar graph or the number of objects in a picture graph represents the number of data points for a given category. Organize a collection of data with up to four categories using pictographs and bar graphs with intervals of 1s, 2s, 5s or 10s. Summarize and construct a data set with multiple categories using a frequency table, line plot, pictograph, and/or bar graph with scaled intervals. Solve one- and two-step problems using categorical data represented with a frequency table, pictograph, or bar graph with scaled intervals. Organize, represent, and interpret data with up to four categories. Draw a picture graph and a bar graph with a single-unit scale to represent a data set. Solve simple put-together, take-apart, and compare problems using information presented in a picture and a bar graph. Represent and interpret scaled picture and bar graphs: Collect data by asking a question that yields data in up to four categories. Make a representation of data and interpret data in a frequency table, scaled picture graph, and/or scaled bar graph with axes provided. Solve one and two- step “how many more” and “how many less” problems using information from these graphs. Draw a picture graph or a bar graph to represent a data set with up to four categories. Solve problems using information presented in line plots, picture graphs and bar graphs. Create frequency tables, scaled picture graphs and bar graphs to represent a data set with several categories. Solve one- and two-step problems using information presented in bar and/or picture graphs. D52: Make a Graph D53: Recording Data from a Survey D54: Making Line Plots Curriculum Standards: Measure the lengths of objects and make a line plot to organize the data. Measure length to the nearest fourth inch and show the data on a line plot. Measure length to the nearest half inch and show the data on a line plot. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Generate measurement data by measuring lengths of several objects to the nearest whole unit or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. The student will estimate and measure length to the nearest inch. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves or quarters. The student will name and write fractions and mixed numbers represented by a model. The student will represent fractions and mixed numbers with models and symbols. The student will estimate and use U.S. Customary and metric units to measure length to the nearest ½ inch, inch, foot, yard, centimeter, and meter. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Use half units when measuring distances. Collect, display and interpret data using frequency tables, bar graphs, picture graphs and number line plots having a variety of scales. Use appropriate titles, labels and units. Choose an appropriate measurement instrument and measure the length of objects to the nearest whole yard, whole foot, or half inch. Summarize and construct a data set with multiple categories using a frequency table, line plot, pictograph, and/or bar graph with scaled intervals. Measure the length of an object in standard units by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Estimate and measure lengths in customary units to the quarter-inch and half-inch, and feet and yards to the whole unit. Measure the length of an object by selecting and using appropriate tools. Create a line plot to represent a set of numeric data, given a horizontal scale marked in whole numbers. Generate measurement data to the nearest whole unit, and display the data in a line plot. Solve problems using information presented in line plots, picture graphs and bar graphs. Draw conclusions from line plots, picture graphs and bar graphs. Create a line plot to represent data. Use data shown in a line plot to answer questions. D55: Reading and Making Pictographs Curriculum Standards: Draw picture graphs and use them to solve problems. Draw conclusions for graphs. Use scaled bar graphs to represent data sets. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs (e.g., draw a bar graph in which each square in the bar graph might represent 5 pets). The student will collect, organize, and represent data in pictographs or bar graphs. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put- together, take-apart, and compare problems using information presented in a bar graph. The student will collect, organize, and represent data in pictographs and bar graphs. The student will read and interpret data represented in pictographs and bar graphs. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g. by using drawings and equations with a symbol for the unknown number to represent the problem). Interpret organized data. 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). 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). Organize, represent, 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. The student, given up to 110 objects, will order three or fewer sets from least to greatest and greatest to least. The student will collect, organize, and represent various forms of data using tables, picture graphs, and object graphs. The student will read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Collect, display and interpret data using frequency tables, bar graphs, picture graphs and number line plots having a variety of scales. Use appropriate titles, labels and units. Use addition and subtraction to create and obtain information from tables, bar graphs and tally charts. Summarize and construct a data set with multiple categories using a frequency table, line plot, pictograph, and/or bar graph with scaled intervals. Solve one- and two-step problems using categorical data represented with a frequency table, pictograph, or bar graph with scaled intervals. Explain that the length of a bar in a bar graph or the number of objects in a picture graph represents the number of data points for a given category. Organize a collection of data with up to four categories using pictographs and bar graphs with intervals of 1s, 2s, 5s or 10s. Write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one. Draw conclusions and make predictions from information in a graph. Use counting and comparison skills to create and analyze bar graphs and tally charts. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams). Use data to create picture and bar-type graphs to demonstrate one- to-one correspondence. Draw conclusions from picture and bar-type graphs. Represent and interpret scaled picture and bar graphs: Collect data by asking a question that yields data in up to four categories. Make a representation of data and interpret data in a frequency table, scaled picture graph, and/or scaled bar graph with axes provided. Solve one and two-step “how many more” and “how many less” problems using information from these graphs. Organize, represent, and interpret data with up to four categories. Draw a picture graph and a bar graph with a single-unit scale to represent a data set. Solve simple put-together, take-apart, and compare problems using information presented in a picture and a bar graph. One-Step problems: Add to/Take from-Start Unknown Compare-Bigger Unknown Compare- Smaller Unknown Two-Step problems involving single digits: Add to/Take from- Change Unknown Add to/Take from- Change Unknown Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another. Draw a picture graph or a bar graph to represent a data set with up to four categories. Solve problems using information presented in line plots, picture graphs and bar graphs. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Draw conclusions from line plots, picture graphs and bar graphs. Use multiplication and division within 100 to solve problems. Create frequency tables, scaled picture graphs and bar graphs to represent a data set with several categories. Solve one- and two-step problems using information presented in bar and/or picture graphs. Use addition and subtraction within 20 to solve problems. Collect, organize and represent data with up to three categories. Draw conclusions from object graphs, picture graphs, T-charts and tallies. D56: Reading and Making a Bar Graph Curriculum Standards: Use scaled bar graphs to represent data sets. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs (e.g., draw a bar graph in which each square in the bar graph might represent 5 pets). The student will collect, organize, and represent data in pictographs or bar graphs. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Collect, display and interpret data using frequency tables, bar graphs, picture graphs and number line plots having a variety of scales. Use appropriate titles, labels and units. Summarize and construct a data set with multiple categories using a frequency table, line plot, pictograph, and/or bar graph with scaled intervals. Solve one- and two-step problems using categorical data represented with a frequency table, pictograph, or bar graph with scaled intervals. Represent and interpret scaled picture and bar graphs: Collect data by asking a question that yields data in up to four categories. Make a representation of data and interpret data in a frequency table, scaled picture graph, and/or scaled bar graph with axes provided. Solve one and two- step “how many more” and “how many less” problems using information from these graphs. Use multiplication and division within 100 to solve problems. Create frequency tables, scaled picture graphs and bar graphs to represent a data set with several categories. Solve one- and two-step problems using information presented in bar and/or picture graphs. D57: More Perimeter D58: Measuring Capacity or Weight D59: Solving Problems with Units of Time Curriculum Standards: Solve word problems involving addition and subtraction to measure quantities of time. Tell and write time to the nearest minute, measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes (e.g., by representing the problem on a number line diagram). The student will solve practical problems related to elapsed time in one-hour increments within a 12-hour period. Tell time to the minute, using digital and analog clocks. Determine elapsed time to the minute. Know relationships among units of time. Determine the solutions to problems involving addition and subtraction of time in intervals of 5 minutes, up to one hour, using pictorial models, number line diagrams, or other tools. Tell and write time to the nearest minute. Solve word problems involving addition and subtraction of time intervals within the same hour. Tell and write time to the nearest minute. Estimate time intervals in minutes. Solve problems involving addition and subtraction of minutes. D60: Comparing by Length Curriculum Standards: Use the given sides of a polygon and the known perimeter to find the unknown side length. Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. Find the perimeter of a polygon by adding the lengths of the sides. Measure distances around objects. Relate area to the operations of multiplication and addition. Solve problems involving perimeters of polygons, including finding the perimeter given the side lengths, and finding an unknown side length. Solve problems involving perimeters of polygons. D61: Comparing by Capacity D62: Comparing by Weight D63: Indirect Measurement D64: Compose with 3-D Shapes D65: Add and Subtract with Measurements Curriculum Standards: Tell how much longer one object is than another. Solve problems by adding or subtracting length measurements. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units (e.g., by using drawings, such as drawings of rulers), and equations with a symbol for the unknown number to represent the problem. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Solve real-world and mathematical addition and subtraction problems involving whole numbers up to 2 digits. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Use addition and subtraction, within 100, to solve word problems involving lengths that are given in the same units, using equations with a symbol for the unknown number to represent the problem. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Measure to determine how much longer one object is than another. Use addition and subtraction within 100 to solve problems involving lengths that are given in the same units. D66: Find Unknown Measurements Curriculum Standards: Tell how much longer one object is than another. Solve problems by adding or subtracting length measurements. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units (e.g., by using drawings, such as drawings of rulers), and equations with a symbol for the unknown number to represent the problem. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Add or subtract to solve problems about measurements. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g. by using drawings and equations with a symbol for the unknown number to represent the problem). The student will determine sums and differences, using various methods. Understand the relationship between the size of the unit of measurement and the number of units needed to measure the length of an object. Demonstrate an understanding of the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest centimeter or inch. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Solve real-world and mathematical addition and subtraction problems involving whole numbers up to 2 digits. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Use addition and subtraction, within 100, to solve word problems involving lengths that are given in the same units, using equations with a symbol for the unknown number to represent the problem. One-Step problems: Add to/Take from-Start Unknown Compare-Bigger Unknown Compare-Smaller Unknown Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Measure to determine how much longer one object is than another. Use addition and subtraction within 100 to solve problems involving lengths that are given in the same units. Demonstrate fluency with addition and subtraction within 20. Represent whole numbers as lengths on a number line, and represent whole-number sums and differences within 100 on a number line. D67: Divide Rectangles into Equal Shares Curriculum Standards: Add or subtract to solve problems about measurements. Add and subtract to solve measurement problems by using drawings and equations. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g. by using drawings and equations with a symbol for the unknown number to represent the problem). Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units (e.g., by using drawings, such as drawings of rulers), and equations with a symbol for the unknown number to represent the problem. The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Divide rectangles into equal squares. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Solve real-world and mathematical addition and subtraction problems involving whole numbers up to 2 digits. Identify the parts of a set and area that represent fractions for halves, thirds, and fourths. Construct equal-sized portions through fair sharing including length, set, and area models for halves, thirds, and fourths. One-Step problems: Add to/Take from-Start Unknown Compare-Bigger Unknown Compare-Smaller Unknown Use addition and subtraction, within 100, to solve word problems involving lengths that are given in the same units, using equations with a symbol for the unknown number to represent the problem. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Demonstrate fluency with addition and subtraction within 20. Use addition and subtraction within 100 to solve problems involving lengths that are given in the same units. Represent whole numbers as lengths on a number line, and represent whole-number sums and differences within 100 on a number line. Find the total number of objects arranged in a rectangular array with up to 5 rows and 5 columns, and write an equation to represent the total as a sum of equal addends. Partition a rectangle into rows and columns of same-size squares and count to find the total number of squares. D68: Equal Shares, Different Shapes Curriculum Standards: Divide rectangles into equal squares. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Use repeated reasoning to divide rectangles into rows and columns and to create designs with equal shares. The student will represent fractional parts with models and with symbols. Identify the parts of a set and area that represent fractions for halves, thirds, and fourths. Construct equal-sized portions through fair sharing including length, set, and area models for halves, thirds, and fourths. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. Look for and express regularity in repeated reasoning. Find the total number of objects arranged in a rectangular array with up to 5 rows and 5 columns, and write an equation to represent the total as a sum of equal addends. Partition a rectangle into rows and columns of same-size squares and count to find the total number of squares. Look for and express regularity in repeated reasoning. D69: Area and the Distributive Property Curriculum Standards: Make equal shares that do not have the same shape. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. The student will name and write fractions represented by a set, region, or length model for halves, fourths, eighths, thirds, and sixths. The student will represent fractional parts with models and with symbols. Identify the parts of a set and area that represent fractions for halves, thirds, and fourths. Construct equal-sized portions through fair sharing including length, set, and area models for halves, thirds, and fourths. Partition circles and rectangles into two, three, or four equal shares. Describe the shares using the words halves, thirds, half of, a third of, fourths, fourth of, quarter of. Describe the whole as two halves, three thirds, four fourths. Explain that equal shares of identical wholes need not have the same shape. Partition circles and rectangles into two, three or four equal shares, and describe the shares and the whole. Demonstrate that equal shares of identical wholes need not have the same shape. D70: Perimeter and Unknown Side Lengths Curriculum Standards: Use areas of rectangles to model the Distributive Property of Multiplication. Relate area to the operations of multiplication and addition. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning. Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two- or three-digit number by a one-digit number. Strategies may include mental strategies, partial products, the standard algorithm, and the commutative, associative, and distributive properties. Recognize, represent and apply the number properties (commutative, identity, and associative properties of addition and multiplication) using models and manipulatives to solve problems. Develop and use formulas to determine the area of rectangles. Justify why length and width are multiplied to find the area of a rectangle by breaking the rectangle into one unit by one unit squares and viewing these as grouped into rows and columns. Relate area to the operations of multiplication and addition. Use tiles and/or arrays to illustrate and explain that the area of a rectangle can be found by partitioning it into two smaller rectangles, and that the area of the large rectangle is the sum of the two smaller rectangles. Find rectangular arrangements that can be formed for a given area. Booklet E: Problem Solving in Grades K-3 E1: Analyze Given Information Curriculum Standards: Solve one- and two-step problems using addition or subtraction. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g. by using drawings and equations with a symbol for the unknown number to represent the problem). The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Solve real-world and mathematical addition and subtraction problems involving whole numbers up to 2 digits. One-Step problems: Add to/Take from- Start Unknown Compare-Bigger Unknown Compare-Smaller Unknown Two-Step problems involving single digits: Add to/Take from- Change Unknown Add to/Take from- Change Unknown Demonstrate fluency with addition and subtraction within 100. Add or subtract within 1000, and justify the solution. Write and solve problems involving addition and subtraction within 100. E2: Two-Step Problems Curriculum Standards: Use drawings and equations to solve one-step and two-step problems. Use drawings, models, and equations to solve one- and two-step problems. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g. by using drawings and equations with a symbol for the unknown number to represent the problem). The student will determine sums and differences, using various methods. The student will create and solve single- step and two-step practical problems involving addition and subtraction. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Solve real-world and mathematical addition and subtraction problems involving whole numbers up to 2 digits. Generate real-world situations to represent number sentences and vice versa. Use models and equations to solve word problems. One-Step problems: Add to/Take from-Start Unknown Compare-Bigger Unknown Compare-Smaller Unknown Two-Step problems involving single digits: Add to/Take from- Change Unknown Add to/Take from- Change Unknown Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Demonstrate fluency with addition and subtraction within 20. Add or subtract within 1000, and justify the solution. E3: Multi-Step Problems Curriculum Standards: Use drawings and equations to solve one-step and two-step problems. Use drawings, models, and equations to solve one- and two-step problems. Model and solve two-step problems using equations. Use different ways to solve two-step problems. Draw diagrams and write equations to solve two-step problems involving addition and subtraction of whole numbers. Solve two- step word problems using the four operations, represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Instructional Note: This standard is limited to problems posed with whole numbers and having whole number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations). Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g. by using drawings and equations with a symbol for the unknown number to represent the problem). The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Find unknowns represented by symbols in arithmetic problems by solving one-step open sentences (equations) and other problems involving addition, subtraction, and multiplication. Generate real-world situations to represent number sentences. Solve real-world and mathematical addition and subtraction problems involving whole numbers up to 2 digits. Generate real-world situations to represent number sentences and vice versa. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem. Solve two-step word problems using addition, subtraction, and multiplication, representing problems using equations with a symbol for the unknown number. Use estimation strategies to assess reasonableness of answers. One-Step problems: Add to/Take from-Start Unknown Compare-Bigger Unknown Compare-Smaller Unknown Two-Step problems involving single digits: Add to/Take from- Change Unknown Add to/Take from- Change Unknown Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Demonstrate fluency with addition and subtraction within 20. Add or subtract within 1000, and justify the solution. Write and solve two-step problems involving variables using any of the four operations. Interpret the reasonableness of answers using mental computation and estimation strategies including rounding. E4: Use Data from a Table or Chart E5: Analyze Given Information E6: Two-Step Problems Curriculum Standards: Examine relationships between quantities in a two-step word problem by writing equations. Choose and apply the operations needed to find the answer. Solve two-step word problems using the four operations, represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Instructional Note: This standard is limited to problems posed with whole numbers and having whole number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations). Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Find unknowns represented by symbols in arithmetic problems by solving one-step open sentences (equations) and other problems involving addition, subtraction, and multiplication. Generate real-world situations to represent number sentences. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem. Solve two-step word problems using addition, subtraction, and multiplication, representing problems using equations with a symbol for the unknown number. Use estimation strategies to assess reasonableness of answers. Write and solve two-step problems involving variables using any of the four operations. Interpret the reasonableness of answers using mental computation and estimation strategies including rounding. E7: Multi-Step Problems Curriculum Standards: Examine relationships between quantities in a two-step word problem by writing equations. Choose and apply the operations needed to find the answer. Solve two-step word problems using the four operations, represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Instructional Note: This standard is limited to problems posed with whole numbers and having whole number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations). Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Find unknowns represented by symbols in arithmetic problems by solving one-step open sentences (equations) and other problems involving addition, subtraction, and multiplication. Generate real-world situations to represent number sentences. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem. Solve two-step word problems using addition, subtraction, and multiplication, representing problems using equations with a symbol for the unknown number. Use estimation strategies to assess reasonableness of answers. Write and solve two-step problems involving variables using any of the four operations. Interpret the reasonableness of answers using mental computation and estimation strategies including rounding. E8: Look for a Pattern E9: Look for a Pattern E10: Make a Table and Look for a Pattern E11: Draw a Picture E12: Make a Table E13: Use Tools E14: Act It Out E15: Make an Organized List E16: Try, Check, and Revise E17: Use Reasoning Curriculum Standards: Use attributes to describe different objects. Describe measurable attributes of objects, such as length or weight and describe several measurable attributes of a single object. 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). Use words to compare objects according to length, size, weight and position. Order 2 or 3 objects using measurable attributes, such as length and weight. Use words to compare objects according to length, size, weight, position, and location. Describe measurable attributes of objects; and describe several different measurable attributes of a single object. Describe several measureable attributes of objects. E18: Use Reasoning E19: Draw a Picture and Write a Number Sentence Curriculum Standards: Make arrays with equal rows or equal columns to solve addition problems. Use number patterns on an addition facts table to complete related addition equations that show basic facts. Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. The student will recognize and use the relationships between addition and subtraction to solve single-step practical problems, with whole numbers to 20. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. The student will determine sums and differences, using various methods. The student will identify, describe, create, extend, and transfer patterns found in objects, pictures, and numbers. Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtration to generate basic facts. Demonstrate fluency with basic addition facts and related subtraction facts. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. Demonstrate fluency with basic addition facts and related subtraction facts up to 20. Use concrete models and structured arrangements, such as repeated addition, arrays and ten frames to develop understanding of multiplication. Use objects and number lines to represent number sentences. Solve word problems involving comparisons. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will demonstrate an understanding of equality through the use of the equal symbol. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add and subtract on a number line. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2… and represent whole-number sums and differences within 100 on a number line diagram. The student will create and solve single-step and two-step practical problems involving addition and subtraction. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real- world and mathematical addition and subtraction problems involving whole numbers up to 2 digits. Demonstrate fluency with addition and subtraction, within 20, using mental strategies. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points and represent whole-number sums and differences, within 100, on a number line. Demonstrate fluency with addition and subtraction within 20. Find the total number of objects arranged in a rectangular array with up to 5 rows and 5 columns, and write an equation to represent the total as a sum of equal addends. Demonstrate fluency with addition and subtraction within 100. Write and solve problems involving addition and subtraction within 100. Represent whole numbers as lengths on a number line, and represent whole-number sums and differences within 100 on a number line. Use addition and subtraction within 20 to solve problems. E20: Draw a Picture and Write a Number Sentence E21: Make a Table and Look for a Pattern E22: Act It Out E23: Make an Organized List E24: Try, Check, and Revise E25: Draw a Strip Diagram and Write a Number Sentence Curriculum Standards: Use drawings, models, and equations to solve one- and two-step problems. Use models and equations to solve word problems. Model problems using equations with unknowns in any position. Model and solve two-step problems using equations. Use different ways to solve two-step problems. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g. by using drawings and equations with a symbol for the unknown number to represent the problem). The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Solve real-world and mathematical addition and subtraction problems involving whole numbers up to 2 digits. Generate real-world situations to represent number sentences and vice versa. One-Step problems: Add to/Take from-Start Unknown Compare-Bigger Unknown Compare-Smaller Unknown Two-Step problems involving single digits: Add to/Take from- Change Unknown Add to/Take from- Change Unknown Demonstrate fluency with addition and subtraction within 100. Add or subtract within 1000, and justify the solution. Write and solve problems involving addition and subtraction within 100. E26: Use Tools Curriculum Standards: Choose an appropriate tool and use it to measure a given object. 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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Instructional Note: Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. The student will use nonstandard units to measure and compare length, weight, and volume. Measure the length of an object in terms of multiple copies of another object. Use nonstandard and standard measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement. Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other. Describe a length to the nearest whole unit using a number and a unit. Use appropriate tools strategically. Use appropriate tools strategically. E27: Draw a Strip Diagram E28: Use Representations E29: Use Representations E30: Work Backward E31: Make and Test Generalizations Curriculum Standards: Classify shapes according to their attributes. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), that the shared attributes can define a larger category (e.g. quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. Identify parallel and perpendicular lines in various contexts, and use them to describe and create geometric shapes, such as right triangles, rectangles, parallelograms and trapezoids. Sketch polygons with a given number of sides or vertices (corners), such as pentagons, hexagons and octagons. Reason with two-dimensional shapes and their attributes. Investigate, describe, and reason about composing triangles and quadrilaterals and decomposing quadrilaterals. Recognize and draw examples and non-examples of types of quadrilaterals including rhombuses, rectangles, squares, parallelograms, and trapezoids. Understand that shapes in different categories may share attributes and that the shared attributes can define a larger category. Distinguish rhombuses and rectangles as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to these subcategories. E32: Make and Test Generalizations Curriculum Standards: Analyze and compare quadrilaterals and group them by their attributes. Recognize area as an attribute of plane figures and understand concepts of area measurement. A plane figure which can be covered without gaps or overlaps by b unit squares is said to have an area of b square units. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), that the shared attributes can define a larger category (e.g. quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. Identify parallel and perpendicular lines in various contexts, and use them to describe and create geometric shapes, such as right triangles, rectangles, parallelograms and trapezoids. Sketch polygons with a given number of sides or vertices (corners), such as pentagons, hexagons and octagons. Reason with two-dimensional shapes and their attributes. Investigate, describe, and reason about composing triangles and quadrilaterals and decomposing quadrilaterals. Recognize and draw examples and non-examples of types of quadrilaterals including rhombuses, rectangles, squares, parallelograms, and trapezoids. Understand that shapes in different categories may share attributes and that the shared attributes can define a larger category. Distinguish rhombuses and rectangles as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to these subcategories. E33: Writing to Explain E34: Writing to Explain Curriculum Standards: Critique the reasoning of others by using known information about addition and subtraction. 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). 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. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. E35: Writing Math Stories E36: Writing Math Stories E37: Use Data from a Table or Chart E38: Work Backward E39: Draw a Picture E40: Make a Table E41: Analyze Given Information E42: Draw a Picture and Write a Number Sentence Curriculum Standards: Model problems using equations with unknowns in any position. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g. by using drawings and equations with a symbol for the unknown number to represent the problem). The student will determine sums and differences, using various methods. The student will create and solve single-step and two-step practical problems involving addition and subtraction. The student will demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal symbol. Use mental strategies and algorithms based on knowledge of place value to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences. Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. Solve real-world and mathematical addition and subtraction problems involving whole numbers up to 2 digits. Generate real-world situations to represent number sentences and vice versa. One-Step problems: Add to/Take from-Start Unknown Compare-Bigger Unknown Compare-Smaller Unknown Demonstrate fluency with addition and subtraction within 100. Add or subtract within 1000, and justify the solution. Write and solve problems involving addition and subtraction within 100. E43: Draw a Strip Diagram and Write an Equation E44: Use Representations E45: Solve a Simpler Problem E46: Use Reasoning E47: Analyze Relationships E48: Make and Test Conjectures E49: Reasonableness E50: Represent Subtraction as Taking Apart E51: Solve 2-Step Word Problems: Multiplication and Division Curriculum Standards: Draw diagrams and write equations to solve two-step problems involving multiplication and division of whole numbers. Solve two-step word problems using the four operations, represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Instructional Note: This standard is limited to problems posed with whole numbers and having whole number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations). Solve real-world and mathematical problems involving multiplication and division, including both 'how many in each group' and 'how many groups' division problems. Find unknowns represented by symbols in arithmetic problems by solving one-step open sentences (equations) and other problems involving addition, subtraction, and multiplication. Generate real-world situations to represent number sentences. Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem. Solve two-step word problems using addition, subtraction, and multiplication, representing problems using equations with a symbol for the unknown number. Use estimation strategies to assess reasonableness of answers. Write and solve two-step problems involving variables using any of the four operations. Interpret the reasonableness of answers using mental computation and estimation strategies including rounding. Diagnostic Tests and Answer Keys, Grades K-3 Grade K Diagnostic Test, Form A Grade K Diagnostic Test, Form B Grade 1 Diagnostic Test, Form A Grade 1 Diagnostic Test, Form B Grade 2 Diagnostic Test, Form A Grade 2 Diagnostic Test, Form B Grade 3 Diagnostic Test, Form A Grade 3 Diagnostic Test, Form B Booklet F: Numeration, Patterns, and Relationships in Grades 4-6 F1: Ways to Show Numbers F2: Numbers to 999 on the Number Line F3: Skip Counting on the Number Line F4: Rounding to the Nearest Ten and Hundred F5: Reading and Writing 4-Digit Numbers F6: Numbers Halfway Between and Rounding F7: Comparing and Ordering Numbers F8: Place-Value Patterns F9: Place Value Through Thousands Curriculum Standards: Read and write numbers in expanded form, with numerals, and using number names. Recognize the relationship between adjacent digits in a multi-digit number. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right (e.g., recognize that 700 ÷ 70 = 10 by applying concepts of place value and division). Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, = and < symbols to record the results of comparisons. The student will read, write, and identify the place and value of each digit in a nine-digit whole number. Use an understanding of place value to multiply a number by 10, 100 and 1000. Use an understanding of place value to multiply or divide a number by 10, 100 and 1,000. Explain that in a multi-digit whole number, a digit in one place represents 10 times as much as it represents in the place to its right, up to 100,000. Read and write multi-digit whole numbers up to and including 100,000 using numerals, number names, and expanded form. Read, write and identify whole numbers within 100,000 using base ten numerals, number names and expanded form. Read, write and identify multi-digit whole numbers up to one million using number names, base ten numerals and expanded form. Understand that in a multi-digit whole number, a digit represent 10 times what it would represents in the place to its right. F10: Rounding Numbers Through Thousands Curriculum Standards: Use place value to round multi-digit numbers. Use place value understanding to round multi-digit whole numbers to any place. The student will round whole numbers expressed through millions to the nearest thousand, ten thousand, and hundred thousand. Estimate products and quotients of multi-digit whole numbers by using rounding, benchmarks and place value to assess the reasonableness of results. Round multi-digit whole numbers to any place. F11: Comparing and Ordering Numbers Through Thousands Curriculum Standards: Use place value to compare multi-digit numbers. Read and write multi- digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi- digit numbers based on meanings of the digits in each place, using >, = and < symbols to record the results of comparisons. The student will compare and order whole numbers expressed through millions. Locate fractions on a number line. Use models to order and compare whole numbers and fractions, including mixed numbers and improper fractions. Compare and order decimals and whole numbers using place value, a number line and models such as grids and base 10 blocks. Compare and order decimals and whole numbers using place value, a number line and models such as grids and base 10 blocks. Read and write multi-digit whole numbers up to and including 100,000 using numerals, number names, and expanded form. Compare two multi-digit numbers up to and including 100,000 based on the values of the digits in each place, using >, =, and < symbols to record the results of comparisons. Read, write and identify whole numbers within 100,000 using base ten numerals, number names and expanded form. Read, write and identify multi-digit whole numbers up to one million using number names, base ten numerals and expanded form. Compare two multi-digit numbers using the symbols >, = or <, and justify the solution. F12: Place Value Through Millions Curriculum Standards: Read and write whole numbers using standard form, expanded form, and number names. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Divide multi-digit numbers, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. Recognize that quotients can be represented in a variety of ways, including a whole number with a remainder, a fraction or mixed number, or a decimal. Estimate solutions to arithmetic problems in order to assess the reasonableness of results. Read and write decimals using place value to describe decimals in terms of groups from millionths to millions. Explain the patterns in the place value system from one million to the thousandths place. Explain that in a multi- digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Read, write and identify numbers from billions to thousandths using number names, base ten numerals and expanded form. Understand that in a multi- digit number, a digit represents 1/10 times what it would represents in the place to its left. F13: Rounding Numbers Through Millions F14: Comparing and Ordering Numbers Through Millions F15: Place Value Through Billions F16: Place Value Through Trillions F17: Exponents and Place Value Curriculum Standards: Use exponents to write powers of 10 and calculate products. Use place- value understandings and patterns to mentally multiply whole numbers and powers of 10. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. The student will create and solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division of whole numbers. The student will identify, describe, create, express, and extend number patterns found in objects, pictures, numbers and tables. Solve real-world and mathematical problems requiring addition, subtraction, multiplication and division of multi-digit whole numbers. Use various strategies, including the inverse relationships between operations, the use of technology, and the context of the problem to assess the reasonableness of results. Solve real-world and mathematical problems requiring addition, subtraction, multiplication, and division of multi-digit whole numbers. Use various strategies, including the inverse relationships between operations, the use of technology, and the context of the problem to assess the reasonableness of results. Explain patterns in products and quotients when numbers are multiplied by 1,000, 100, 10, 0.1, and 0.01 and/or divided by 10 and 100. Evaluate the value of powers of 10 and understand the relationship to the place value system. F18: Meaning of Integers F19: Comparing and Ordering Integers F20: Comparing and Ordering Rational Numbers F21: Adding Integers F22: Subtracting Integers F23: Multiplying and Dividing Integers F24: Repeating Patterns Curriculum Standards: Generate a shape pattern that follows a given rule and predict a shape in the pattern. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. (e.g., Given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.) The student will identify, describe, create, and extend patterns found in objects, pictures, numbers, and tables. Create growth patterns involving geometric shapes and define the single operation rule of the pattern. Generate and analyze a number or shape pattern that follows a given rule. Generate a number pattern that follows a given rule. Use words or mathematical symbols to express a rule for a given pattern. F25: Number Patterns Curriculum Standards: Create or extend a number sequence based on a rule. Identify features of the pattern in the sequence that are not described by the rule. Analyze numerical patterns. Use tables to identify relationships between patterns. Analyze patterns and graph ordered pairs generated from number sequences. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. (e.g., Given the rule “Add 3” and the starting number 0 and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.) Represent real-world mathematical problems by graphing points in the first quadrant of the coordinate plane and interpret coordinate values of points in the context of the situation. The student will identify, describe, create, express, and extend number patterns found in objects, pictures, numbers and tables. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. (e.g., Given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.) The student will identify, describe, create, and extend patterns found in objects, pictures, numbers, and tables. Create and use rules, tables, spreadsheets and graphs to describe patterns of change and solve problems. Use tables and rules of up to two operations to describe patterns of change and make predictions and generalizations about real-world and mathematical problems. Use a rule or table to represent ordered pairs of whole numbers and graph these ordered pairs on a coordinate plane, identifying the origin and axes in relation to the coordinates. Generate and analyze a number or shape pattern that follows a given rule. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns. Graph the ordered pairs on a coordinate plane. Make and interpret a representation of data using a line graph. Graph points in the first quadrant of a coordinate plane, and identify and interpret the x and y coordinates to solve problems. Generate a number pattern that follows a given rule. Use words or mathematical symbols to express a rule for a given pattern. Generate two numeric patterns given two rules. Identify the relationship between two numeric patterns. Write a rule to describe or explain a given numeric pattern. Investigate the relationship between two numeric patterns. Translate two numeric patterns into two sets of ordered pairs. Graph numeric patterns on the Cartesian coordinate plane. Plot and interpret points in the first quadrant of the Cartesian coordinate plane. F26: Input/Output Tables Curriculum Standards: Use a rule to extend a number pattern and solve a problem. Identify features of the pattern. Analyze numerical patterns. Use tables to identify relationships between patterns. Analyze patterns and graph ordered pairs generated from number sequences. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. (e.g., Given the rule “Add 3” and the starting number 0 and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.) Represent real-world mathematical problems by graphing points in the first quadrant of the coordinate plane and interpret coordinate values of points in the context of the situation. The student will identify, describe, create, express, and extend number patterns found in objects, pictures, numbers and tables. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. (e.g., Given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.) The student will identify, describe, create, and extend patterns found in objects, pictures, numbers, and tables. Create and use input-output rules involving addition, subtraction, multiplication and division to solve problems in various contexts. Record the inputs and outputs in a chart or table. Create and use rules, tables, spreadsheets and graphs to describe patterns of change and solve problems. Create an input/output chart or table to represent or extend a numerical pattern. Use tables and rules of up to two operations to describe patterns of change and make predictions and generalizations about real- world and mathematical problems. Use a rule or table to represent ordered pairs of whole numbers and graph these ordered pairs on a coordinate plane, identifying the origin and axes in relation to the coordinates. Generate and analyze a number or shape pattern that follows a given rule. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns. Graph the ordered pairs on a coordinate plane. Make and interpret a representation of data using a line graph. Graph points in the first quadrant of a coordinate plane, and identify and interpret the x and y coordinates to solve problems. Generate a number pattern that follows a given rule. Use words or mathematical symbols to express a rule for a given pattern. Generate two numeric patterns given two rules. Identify the relationship between two numeric patterns. Write a rule to describe or explain a given numeric pattern. Investigate the relationship between two numeric patterns. Translate two numeric patterns into two sets of ordered pairs. Graph numeric patterns on the Cartesian coordinate plane. Plot and interpret points in the first quadrant of the Cartesian coordinate plane. F27: Geometric Growth Patterns F28: Expressions with Addition and Subtraction F29: Expressions with Multiplication and Division F30: Find a Rule F31: Patterns and Equations F32: Graphing Ordered Pairs Curriculum Standards: Locate points on a coordinate grid. Graph points on a coordinate grid. Solve real-world problems by graphing points. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines, the origin, arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x- coordinate, y-axis and y-coordinate). Represent real-world mathematical problems by graphing points in the first quadrant of the coordinate plane and interpret coordinate values of points in the context of the situation. Use a rule or table to represent ordered pairs of positive integers and graph these ordered pairs on a coordinate system. Apply the commutative, associative and distributive properties and order of operations to generate equivalent numerical expressions and to solve problems involving whole numbers. Evaluate expressions and solve equations involving variables when values for the variables are given. Create and analyze line and double-bar graphs with whole numbers, fractions, and decimals increments. Use tables and rules of up to two operations to describe patterns of change and make predictions and generalizations about real-world and mathematical problems. Use a rule or table to represent ordered pairs of whole numbers and graph these ordered pairs on a coordinate plane, identifying the origin and axes in relation to the coordinates. Graph points in the first quadrant of a coordinate plane, and identify and interpret the x and y coordinates to solve problems. Make and interpret a representation of data using a line graph. Define a first quadrant Cartesian coordinate system. Represent the axes as scaled perpendicular number lines that both intersect at 0, the origin. Identify any point on the Cartesian coordinate plane by its ordered pair coordinates. Define the first number in an ordered pair as the horizontal distance from the origin. Define the second number in an ordered pair as the vertical distance from the origin. Create a line graph to represent a data set, and analyze the data to answer questions and solve problems. Plot and interpret points in the first quadrant of the Cartesian coordinate plane. F33: Lengths of Line Segments F34: Graphing Equations F35: Graphing Points in the Coordinate Plane F36: Graphing Equations in the Coordinate Plane F37: Translating Words to Expressions F38: Equality and Inequality Curriculum Standards: Interpret numerical expressions without evaluating them. Write simple expressions that record calculations with numbers and interpret numerical expressions without evaluating them. (e.g., Express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.) Apply the commutative, associative and distributive properties and order of operations to generate equivalent numerical expressions and to solve problems involving whole numbers. Evaluate expressions and solve equations involving variables when values for the variables are given. Solve real- world and mathematical problems requiring addition, subtraction, multiplication, and division of multi- digit whole numbers. Use various strategies, including the inverse relationships between operations, the use of technology, and the context of the problem to assess the reasonableness of results. Generate equivalent numerical expressions and solve problems involving whole numbers by applying the commutative, associative, and distributive properties and order of operations (no exponents). Write, explain, and evaluate numerical expressions involving the four operations to solve up to two-step problems. Include expressions involving: Translate written expressions into algebraic expressions. F39: Multiplication Properties F40: Expressions with Parentheses Curriculum Standards: Use the order of operations to evaluate expressions. Evaluate expressions with parentheses, brackets, and braces. Write simple expressions that show calculations with numbers. Use parentheses, brackets or braces in numerical expressions and evaluate expressions with these symbols. The student will simplify whole number numerical expressions using the order of operations. Write simple expressions that record calculations with numbers and interpret numerical expressions without evaluating them. (e.g., Express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.) Apply the commutative, associative and distributive properties and order of operations to generate equivalent numerical expressions and to solve problems involving whole numbers. Evaluate expressions and solve equations involving variables when values for the variables are given. Solve real-world and mathematical problems requiring addition, subtraction, multiplication, and division of multi-digit whole numbers. Use various strategies, including the inverse relationships between operations, the use of technology, and the context of the problem to assess the reasonableness of results. Generate equivalent numerical expressions and solve problems involving whole numbers by applying the commutative, associative, and distributive properties and order of operations (no exponents). Write, explain, and evaluate numerical expressions involving the four operations to solve up to two-step problems. Include expressions involving: Parentheses, using the order of operations. Commutative, associative and distributive properties. Write, evaluate and interpret numeric expressions using the order of operations. Translate written expressions into algebraic expressions. F41: Order of Operations Curriculum Standards: Use the order of operations to evaluate expressions. Evaluate expressions with parentheses, brackets, and braces. Write simple expressions that show calculations with numbers. Interpret numerical expressions without evaluating them. Use parentheses, brackets or braces in numerical expressions and evaluate expressions with these symbols. The student will simplify whole number numerical expressions using the order of operations. Write simple expressions that record calculations with numbers and interpret numerical expressions without evaluating them. (e.g., Express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.) Apply the commutative, associative and distributive properties and order of operations to generate equivalent numerical expressions and to solve problems involving whole numbers. Evaluate expressions and solve equations involving variables when values for the variables are given. Generate equivalent numerical expressions and solve problems involving whole numbers by applying the commutative, associative, and distributive properties and order of operations (no exponents). Solve real-world and mathematical problems requiring addition, subtraction, multiplication, and division of multi-digit whole numbers. Use various strategies, including the inverse relationships between operations, the use of technology, and the context of the problem to assess the reasonableness of results. Write, explain, and evaluate numerical expressions involving the four operations to solve up to two-step problems. Include expressions involving: Parentheses, using the order of operations. Commutative, associative and distributive properties. Write, evaluate and interpret numeric expressions using the order of operations. Translate written expressions into algebraic expressions. F42: Using the Distributive Property Curriculum Standards: Use the Distributive Property to multiply larger numbers. Use place value and properties of operations to multiply mentally. Multiply a whole number of up to four digits by a one-digit whole number, multiply two two-digit numbers, using strategies based on place value and the properties of operations and illustrate and explain the calculation by using equations, rectangular arrays and/or area models. The student will demonstrate fluency with multiplication facts through 12 x 12, and the corresponding division facts. The student will estimate and determine sums, differences, and products of whole numbers. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-step practical problems involving division with whole numbers. Multiply multi-digit numbers, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. Estimate products and quotients of multi-digit whole numbers by using rounding, benchmarks and place value to assess the reasonableness of results. Use strategies and algorithms based on knowledge of place value, equality and properties of operations to divide multi-digit whole numbers by one- or two-digit numbers. Strategies may include mental strategies, partial quotients, the commutative, associative, and distributive properties and repeated subtraction. Multiply 3-digit by 1-digit or a 2-digit by 2-digit whole numbers, using efficient and generalizable procedures and strategies, based on knowledge of place value, including but not limited to standard algorithms. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction, and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of appropriate technology, and the context of the problem to assess the reasonableness of results. Multiply a whole number of up to three digits by a one-digit whole number, and multiply up to two two-digit numbers with place value understanding using area models, partial products, and the properties of operations. Use models to make connections and develop the algorithm. Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, and justify the solution. F43: Properties of Operations F44: Variables and Expressions F45: More Variables and Expressions F46: Writing Expressions Curriculum Standards: Interpret comparisons as multiplication or addition equations. Interpret a multiplication equation as a comparison (e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5). Represent verbal statements of multiplicative comparisons as multiplication equations. Multiply or divide to solve word problems involving multiplicative comparison (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem) and distinguish multiplicative comparison from additive comparison. Multiply a whole number of up to four digits by a one-digit whole number, multiply two two-digit numbers, using strategies based on place value and the properties of operations and illustrate and explain the calculation by using equations, rectangular arrays and/or area models. The student will recognize and demonstrate the meaning of equality in an equation. Understand how to interpret number sentences involving multiplication, division and unknowns. Use real-world situations involving multiplication or division to represent number sentences. Use multiplication, division and unknowns to represent a given problem situation using a number sentence. Use number sense, properties of multiplication, and the relationship between multiplication and division to find values for the unknowns that make the number sentences true. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction, and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of appropriate technology, and the context of the problem to assess the reasonableness of results. Use number sense, properties of multiplication and the relationship between multiplication and division to solve problems and find values for the unknowns represented by letters and symbols that make number sentences true. Solve for unknowns in problems by solving open sentences (equations) and other problems involving addition, subtraction, multiplication, or division with whole numbers. Use real-world situations to represent number sentences and vice versa. Interpret a multiplication equation as a comparison. Multiply or divide to solve word problems involving multiplicative comparisons using models and equations with a symbol for the unknown number. Distinguish multiplicative comparison from additive comparison. Multiply a whole number of up to three digits by a one-digit whole number, and multiply up to two two-digit numbers with place value understanding using area models, partial products, and the properties of operations. Use models to make connections and develop the algorithm. Multiply a whole number of up to four digits by a one- digit whole number and multiply two two-digit numbers, and justify the solution. Multiply or divide to solve problems involving a multiplicative comparison. F47: Formulas and Equations F48: Properties of Equality F49: Solving Addition and Subtraction Equations F50: Solving Multiplication and Division Equations F51: Solving Equations with Whole Numbers F52: Solving Equations with Decimals F53: Writing Addition and Subtraction Equations F54: Writing Multiplication and Division Equations F55: Solving Equations with Fractions F56: Solving Equations with More Than One Operation F57: Perfect Squares F58: Identify Parts of Expressions F59: Write Equivalent Expressions F60: Simplify Algebraic Expressions F61: Write Inequalities F62: Solve Inequalities F63: Dependent and Independent Variables F64: Absolute Value Booklet G: Operations with Whole Numbers in Grades 4-6 G1: Addition Properties G2: Relating Addition and Subtraction G3: Using Mental Math to Add Curriculum Standards: Add and subtract whole numbers mentally using a variety of methods. Fluently add and subtract multi-digit whole numbers using the standard algorithm. The student will estimate and determine sums, differences, and products of whole numbers. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of technology, and the context of the problem to assess the reasonableness of results. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction, and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of appropriate technology, and the context of the problem to assess the reasonableness of results. Add and subtract multi-digit whole numbers up to and including 100,000 using the standard algorithm with place value understanding. Demonstrate fluency with addition and subtraction of whole numbers. G4: Using Mental Math to Subtract Curriculum Standards: Add and subtract whole numbers mentally using a variety of methods. Fluently add and subtract multi-digit whole numbers using the standard algorithm. The student will estimate and determine sums, differences, and products of whole numbers. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of technology, and the context of the problem to assess the reasonableness of results. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction, and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of appropriate technology, and the context of the problem to assess the reasonableness of results. Add and subtract multi-digit whole numbers up to and including 100,000 using the standard algorithm with place value understanding. Demonstrate fluency with addition and subtraction of whole numbers. G5: Estimating Sums Curriculum Standards: Round greater whole numbers to estimate sums and differences. Recognize the relationship between adjacent digits in a multi-digit number. Recognize that in a multi- digit whole number, a digit in one place represents ten times what it represents in the place to its right (e.g., recognize that 700 ÷ 70 = 10 by applying concepts of place value and division). Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, = and < symbols to record the results of comparisons. The student will read, write, and identify the place and value of each digit in a nine-digit whole number. Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Fluently add and subtract multi-digit whole numbers using the standard algorithm. The student will estimate and determine sums, differences, and products of whole numbers. Use an understanding of place value to multiply a number by 10, 100 and 1000. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of technology, and the context of the problem to assess the reasonableness of results. Use an understanding of place value to multiply or divide a number by 10, 100 and 1,000. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction, and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of appropriate technology, and the context of the problem to assess the reasonableness of results. Explain that in a multi-digit whole number, a digit in one place represents 10 times as much as it represents in the place to its right, up to 100,000. Read and write multi-digit whole numbers up to and including 100,000 using numerals, number names, and expanded form. Solve two-step word problems involving the four operations with whole numbers. Use estimation strategies to assess reasonableness of answers. Add and subtract multi-digit whole numbers up to and including 100,000 using the standard algorithm with place value understanding. Read, write and identify whole numbers within 100,000 using base ten numerals, number names and expanded form. Read, write and identify multi-digit whole numbers up to one million using number names, base ten numerals and expanded form. Understand that in a multi- digit whole number, a digit represent 10 times what it would represents in the place to its right. Demonstrate fluency with addition and subtraction of whole numbers. Solve multi-step whole number problems involving the four operations and variables and using estimation to interpret the reasonableness of the answer. G6: Estimating Differences Curriculum Standards: Round greater whole numbers to estimate sums and differences. Recognize the relationship between adjacent digits in a multi-digit number. Recognize that in a multi- digit whole number, a digit in one place represents ten times what it represents in the place to its right (e.g., recognize that 700 ÷ 70 = 10 by applying concepts of place value and division). Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, = and < symbols to record the results of comparisons. The student will read, write, and identify the place and value of each digit in a nine-digit whole number. Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Fluently add and subtract multi-digit whole numbers using the standard algorithm. The student will estimate and determine sums, differences, and products of whole numbers. Use an understanding of place value to multiply a number by 10, 100 and 1000. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of technology, and the context of the problem to assess the reasonableness of results. Use an understanding of place value to multiply or divide a number by 10, 100 and 1,000. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction, and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of appropriate technology, and the context of the problem to assess the reasonableness of results. Explain that in a multi-digit whole number, a digit in one place represents 10 times as much as it represents in the place to its right, up to 100,000. Read and write multi-digit whole numbers up to and including 100,000 using numerals, number names, and expanded form. Solve two-step word problems involving the four operations with whole numbers. Use estimation strategies to assess reasonableness of answers. Add and subtract multi-digit whole numbers up to and including 100,000 using the standard algorithm with place value understanding. Read, write and identify whole numbers within 100,000 using base ten numerals, number names and expanded form. Read, write and identify multi-digit whole numbers up to one million using number names, base ten numerals and expanded form. Understand that in a multi- digit whole number, a digit represent 10 times what it would represents in the place to its right. Demonstrate fluency with addition and subtraction of whole numbers. Solve multi-step whole number problems involving the four operations and variables and using estimation to interpret the reasonableness of the answer. G7: Adding Two-Digit Numbers G8: Subtracting Two-Digit Numbers G9: Mental Math Strategies Curriculum Standards: Add and subtract whole numbers mentally using a variety of methods. Fluently add and subtract multi-digit whole numbers using the standard algorithm. The student will estimate and determine sums, differences, and products of whole numbers. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of technology, and the context of the problem to assess the reasonableness of results. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction, and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of appropriate technology, and the context of the problem to assess the reasonableness of results. Add and subtract multi-digit whole numbers up to and including 100,000 using the standard algorithm with place value understanding. Demonstrate fluency with addition and subtraction of whole numbers. G10: Adding Three-Digit Numbers G11: Subtracting Three-Digit Numbers G12: Adding and Subtracting Money G13: Estimating Sums and Differences of Greater Numbers G14: Adding Three Numbers G15: Subtracting Four-Digit Numbers G16: Subtracting Across Zero Curriculum Standards: Use number sense and regrouping to subtract across zeros. Fluently add and subtract multi-digit whole numbers using the standard algorithm. The student will estimate and determine sums, differences, and products of whole numbers. The student will create and solve single- step and multistep practical problems involving addition, subtraction, and multiplication, and single-step practical problems involving division with whole numbers. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of technology, and the context of the problem to assess the reasonableness of results. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction, and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of appropriate technology, and the context of the problem to assess the reasonableness of results. Add and subtract multi-digit whole numbers up to and including 100,000 using the standard algorithm with place value understanding. Demonstrate fluency with addition and subtraction of whole numbers. G17: Adding 4-Digit Numbers G18: Adding Greater Numbers Curriculum Standards: Add numbers to one million with and without regrouping using the standard algorithm. Solve multi-step word problems posed with whole numbers and having whole- number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Fluently add and subtract multi-digit whole numbers using the standard algorithm. The student will estimate and determine sums, differences, and products of whole numbers. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-step practical problems involving division with whole numbers. Solve multi- step real-world and mathematical problems requiring the use of addition, subtraction and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of technology, and the context of the problem to assess the reasonableness of results. Solve multi- step real-world and mathematical problems requiring the use of addition, subtraction, and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of appropriate technology, and the context of the problem to assess the reasonableness of results. Solve two-step word problems involving the four operations with whole numbers. Use estimation strategies to assess reasonableness of answers. Add and subtract multi-digit whole numbers up to and including 100,000 using the standard algorithm with place value understanding. Demonstrate fluency with addition and subtraction of whole numbers. Solve multi-step whole number problems involving the four operations and variables and using estimation to interpret the reasonableness of the answer. G19: Subtracting Greater Numbers Curriculum Standards: Use place value and an algorithm to subtract whole numbers. Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Fluently add and subtract multi-digit whole numbers using the standard algorithm. The student will estimate and determine sums, differences, and products of whole numbers. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-step practical problems involving division with whole numbers. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of technology, and the context of the problem to assess the reasonableness of results. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction, and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of appropriate technology, and the context of the problem to assess the reasonableness of results. Solve two-step word problems involving the four operations with whole numbers. Use estimation strategies to assess reasonableness of answers. Add and subtract multi-digit whole numbers up to and including 100,000 using the standard algorithm with place value understanding. Demonstrate fluency with addition and subtraction of whole numbers. Solve multi-step whole number problems involving the four operations and variables and using estimation to interpret the reasonableness of the answer. G20: Multiplication as Repeated Addition G21: Arrays and Multiplication G22: Using Multiplication to Compare Curriculum Standards: Interpret comparisons as multiplication or addition equations. Use multiplication and division to compare two quantities. Interpret a multiplication equation as a comparison (e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5). Represent verbal statements of multiplicative comparisons as multiplication equations. Multiply or divide to solve word problems involving multiplicative comparison (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem) and distinguish multiplicative comparison from additive comparison. Multiply a whole number of up to four digits by a one-digit whole number, multiply two two-digit numbers, using strategies based on place value and the properties of operations and illustrate and explain the calculation by using equations, rectangular arrays and/or area models. The student will recognize and demonstrate the meaning of equality in an equation. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays and/or area models. Understand how to interpret number sentences involving multiplication, division and unknowns. Use real-world situations involving multiplication or division to represent number sentences. Use multiplication, division and unknowns to represent a given problem situation using a number sentence. Use number sense, properties of multiplication, and the relationship between multiplication and division to find values for the unknowns that make the number sentences true. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction, and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of appropriate technology, and the context of the problem to assess the reasonableness of results. Use number sense, properties of multiplication and the relationship between multiplication and division to solve problems and find values for the unknowns represented by letters and symbols that make number sentences true. Solve for unknowns in problems by solving open sentences (equations) and other problems involving addition, subtraction, multiplication, or division with whole numbers. Use real-world situations to represent number sentences and vice versa. Interpret a multiplication equation as a comparison. Multiply or divide to solve word problems involving multiplicative comparisons using models and equations with a symbol for the unknown number. Distinguish multiplicative comparison from additive comparison. Multiply a whole number of up to three digits by a one-digit whole number, and multiply up to two two-digit numbers with place value understanding using area models, partial products, and the properties of operations. Use models to make connections and develop the algorithm. Find whole-number quotients and remainders with up to three-digit dividends and one-digit divisors with place value understanding using rectangular arrays, area models, repeated subtraction, partial quotients, properties of operations, and/or Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, and justify the solution. Multiply or divide to solve problems involving a multiplicative comparison. Find whole- number quotients and remainders with up to four-digit dividends and one-digit divisors, and justify the solution. G23: Writing Multiplication Stories G24: Multiplying by 2 and 5 G25: Multiplying by 9 G26: Multiplying by 1 or 0 G27: Multiplying by 3 G28: Multiplying by 4 G29: Multiplying by 6 or 7 G30: Multiplying by 8 G31: Multiplying by 10 G32: Multiplying Three Numbers G33: Meanings for Division G34: Writing Division Stories G35: Relating Multiplication and Division G36: Dividing by 2 Through 5 G37: Dividing by 6 and 7 G38: Dividing by 8 and 9 G39: 0 and 1 in Division G40: Mental Math: Multiplication Patterns Curriculum Standards: Multiply multiples of 10, 100, and 1,000 using mental math and place- value strategies Multiply a whole number of up to four digits by a one-digit whole number, multiply two two-digit numbers, using strategies based on place value and the properties of operations and illustrate and explain the calculation by using equations, rectangular arrays and/or area models. The student will demonstrate fluency with multiplication facts through 12 x 12, and the corresponding division facts. The student will estimate and determine sums, differences, and products of whole numbers. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-step practical problems involving division with whole numbers. Use an understanding of place value to multiply a number by 10, 100 and 1000. Use an understanding of place value to multiply or divide a number by 10, 100 and 1,000. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction, and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of appropriate technology, and the context of the problem to assess the reasonableness of results. Multiply a whole number of up to three digits by a one-digit whole number, and multiply up to two two-digit numbers with place value understanding using area models, partial products, and the properties of operations. Use models to make connections and develop the algorithm. Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, and justify the solution. G41: Mental Math: Division Patterns Curriculum Standards: Use mental-math and place-value strategies to divide multiples of 10 and 100 by 1-digit divisors. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays and/or area models. The student will demonstrate fluency with multiplication facts through 12 x 12, and the corresponding division facts. The student will estimate and determine quotients of whole numbers, with and without remainders. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-step practical problems involving division with whole numbers. Use strategies and algorithms based on knowledge of place value, equality and properties of operations to divide multi-digit whole numbers by one- or two-digit numbers. Strategies may include mental strategies, partial quotients, the commutative, associative, and distributive properties and repeated subtraction. Use strategies and algorithms based on knowledge of place value, equality and properties of operations to divide 3-digit dividend by 1-digit whole number divisors. (e.g., mental strategies, standard algorithms, partial quotients, repeated subtraction, the commutative, associative, and distributive properties). Find whole- number quotients and remainders with up to three-digit dividends and one-digit divisors with place value understanding using rectangular arrays, area models, repeated subtraction, partial quotients, properties of operations, and/or Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, and justify the solution. G42: Estimating Products Curriculum Standards: Use rounding to estimate products and check if answers are reasonable. Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Multiply a whole number of up to four digits by a one-digit whole number, multiply two two-digit numbers, using strategies based on place value and the properties of operations and illustrate and explain the calculation by using equations, rectangular arrays and/or area models. The student will demonstrate fluency with multiplication facts through 12 x 12, and the corresponding division facts. The student will estimate and determine sums, differences, and products of whole numbers. Estimate products and quotients of multi-digit whole numbers by using rounding, benchmarks and place value to assess the reasonableness of results. Estimate products of 3-digit by 1-digit or 2-digit by 2-digit whole numbers using rounding, benchmarks and place value to assess the reasonableness of results. Explore larger numbers using technology to investigate patterns. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction, and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of appropriate technology, and the context of the problem to assess the reasonableness of results. Solve two-step word problems involving the four operations with whole numbers. Use estimation strategies to assess reasonableness of answers. Multiply a whole number of up to three digits by a one-digit whole number, and multiply up to two two-digit numbers with place value understanding using area models, partial products, and the properties of operations. Use models to make connections and develop the algorithm. Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, and justify the solution. Solve multi-step whole number problems involving the four operations and variables and using estimation to interpret the reasonableness of the answer. G43: Estimating Quotients Curriculum Standards: Use compatible numbers to estimate quotients. Use place-value patterns and division facts to estimate quotients for 4-digit dividends. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays and/or area models. The student will estimate and determine quotients of whole numbers, with and without remainders. Estimate products and quotients of multi-digit whole numbers by using rounding, benchmarks and place value to assess the reasonableness of results. Use strategies and algorithms based on knowledge of place value, equality and properties of operations to divide 3-digit dividend by 1-digit whole number divisors. (e.g., mental strategies, standard algorithms, partial quotients, repeated subtraction, the commutative, associative, and distributive properties). Find whole-number quotients and remainders with up to three- digit dividends and one-digit divisors with place value understanding using rectangular arrays, area models, repeated subtraction, partial quotients, properties of operations, and/or Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, and justify the solution. G44: Multiplication and Arrays G45: Breaking Apart Numbers to Multiply Curriculum Standards: Use arrays and partial products to multiply 3- and 4-digit numbers by 1- digit numbers. Use place value and partial products to multiply 3- and 4-digit numbers by 1-digit numbers. Multiply a whole number of up to four digits by a one-digit whole number, multiply two two- digit numbers, using strategies based on place value and the properties of operations and illustrate and explain the calculation by using equations, rectangular arrays and/or area models. The student will demonstrate fluency with multiplication facts through 12 x 12, and the corresponding division facts. The student will estimate and determine sums, differences, and products of whole numbers. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-step practical problems involving division with whole numbers. Multiply multi-digit numbers, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. Estimate products and quotients of multi-digit whole numbers by using rounding, benchmarks and place value to assess the reasonableness of results. Multiply 3-digit by 1- digit or a 2-digit by 2-digit whole numbers, using efficient and generalizable procedures and strategies, based on knowledge of place value, including but not limited to standard algorithms. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction, and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of appropriate technology, and the context of the problem to assess the reasonableness of results. Multiply a whole number of up to three digits by a one-digit whole number, and multiply up to two two- digit numbers with place value understanding using area models, partial products, and the properties of operations. Use models to make connections and develop the algorithm. Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, and justify the solution. Solve multi-step whole number problems involving the four operations and variables and using estimation to interpret the reasonableness of the answer. G46: Multiplying Two-Digit Numbers Curriculum Standards: Use place value and the standard algorithm to multiply 2-and 3-digit numbers by 1-digit numbers. Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Multiply a whole number of up to four digits by a one-digit whole number, multiply two two- digit numbers, using strategies based on place value and the properties of operations and illustrate and explain the calculation by using equations, rectangular arrays and/or area models. The student will demonstrate fluency with multiplication facts through 12 x 12, and the corresponding division facts. The student will estimate and determine sums, differences, and products of whole numbers. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-step practical problems involving division with whole numbers. Multiply multi-digit numbers, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. Estimate products and quotients of multi-digit whole numbers by using rounding, benchmarks and place value to assess the reasonableness of results. Multiply 3-digit by 1- digit or a 2-digit by 2-digit whole numbers, using efficient and generalizable procedures and strategies, based on knowledge of place value, including but not limited to standard algorithms. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction, and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of appropriate technology, and the context of the problem to assess the reasonableness of results. Solve two-step word problems involving the four operations with whole numbers. Use estimation strategies to assess reasonableness of answers. Represent problems using equations with a letter standing for the unknown quantity. Multiply a whole number of up to three digits by a one-digit whole number, and multiply up to two two-digit numbers with place value understanding using area models, partial products, and the properties of operations. Use models to make connections and develop the algorithm. Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, and justify the solution. Solve multi-step whole number problems involving the four operations and variables and using estimation to interpret the reasonableness of the answer. G47: Multiplying Three-Digit Numbers Curriculum Standards: Use place value and the standard algorithm to multiply 2-and 3-digit numbers by 1-digit numbers. Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Multiply a whole number of up to four digits by a one-digit whole number, multiply two two- digit numbers, using strategies based on place value and the properties of operations and illustrate and explain the calculation by using equations, rectangular arrays and/or area models. The student will demonstrate fluency with multiplication facts through 12 x 12, and the corresponding division facts. The student will estimate and determine sums, differences, and products of whole numbers. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-step practical problems involving division with whole numbers. Multiply multi-digit numbers, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. Estimate products and quotients of multi-digit whole numbers by using rounding, benchmarks and place value to assess the reasonableness of results. Multiply 3-digit by 1- digit or a 2-digit by 2-digit whole numbers, using efficient and generalizable procedures and strategies, based on knowledge of place value, including but not limited to standard algorithms. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction, and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of appropriate technology, and the context of the problem to assess the reasonableness of results. Solve two-step word problems involving the four operations with whole numbers. Use estimation strategies to assess reasonableness of answers. Represent problems using equations with a letter standing for the unknown quantity. Multiply a whole number of up to three digits by a one-digit whole number, and multiply up to two two-digit numbers with place value understanding using area models, partial products, and the properties of operations. Use models to make connections and develop the algorithm. Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, and justify the solution. Solve multi-step whole number problems involving the four operations and variables and using estimation to interpret the reasonableness of the answer. G48: Multiplying Money G49: Multiplying One-Digit and Four-Digit Numbers Curriculum Standards: Use the standard algorithm to multiply 4-digit numbers by 1-digit numbers. Use the standard algorithm to multiply 2-, 3-, and 4-digit numbers by 1-digit numbers. Estimate to check if answers are reasonable. Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Multiply a whole number of up to four digits by a one-digit whole number, multiply two two-digit numbers, using strategies based on place value and the properties of operations and illustrate and explain the calculation by using equations, rectangular arrays and/or area models. The student will demonstrate fluency with multiplication facts through 12 x 12, and the corresponding division facts. The student will estimate and determine sums, differences, and products of whole numbers. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-step practical problems involving division with whole numbers. Multiply multi-digit numbers, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. Estimate products and quotients of multi-digit whole numbers by using rounding, benchmarks and place value to assess the reasonableness of results. Multiply 3-digit by 1-digit or a 2-digit by 2-digit whole numbers, using efficient and generalizable procedures and strategies, based on knowledge of place value, including but not limited to standard algorithms. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction, and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of appropriate technology, and the context of the problem to assess the reasonableness of results. Solve two-step word problems involving the four operations with whole numbers. Multiply a whole number of up to three digits by a one-digit whole number, and multiply up to two two-digit numbers with place value understanding using area models, partial products, and the properties of operations. Use models to make connections and develop the algorithm. Use estimation strategies to assess reasonableness of answers. Represent problems using equations with a letter standing for the unknown quantity. Multiply a whole number of up to four digits by a one- digit whole number and multiply two two-digit numbers, and justify the solution. Solve multi-step whole number problems involving the four operations and variables and using estimation to interpret the reasonableness of the answer. G50: Dividing with Objects G51: Interpret the Remainder Curriculum Standards: Solve division problems and interpret remainders. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays and/or area models. The student will estimate and determine quotients of whole numbers, with and without remainders. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-step practical problems involving division with whole numbers. Use strategies and algorithms based on knowledge of place value, equality and properties of operations to divide multi-digit whole numbers by one- or two-digit numbers. Strategies may include mental strategies, partial quotients, the commutative, associative, and distributive properties and repeated subtraction. Use strategies and algorithms based on knowledge of place value, equality and properties of operations to divide 3-digit dividend by 1-digit whole number divisors. (e.g., mental strategies, standard algorithms, partial quotients, repeated subtraction, the commutative, associative, and distributive properties). Interpret remainders in word problems. Find whole-number quotients and remainders with up to three-digit dividends and one-digit divisors with place value understanding using rectangular arrays, area models, repeated subtraction, partial quotients, properties of operations, and/or Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, and justify the solution. G52: Using Objects to Divide Curriculum Standards: Use place-value and drawings to divide 2- and 3-digit numbers by 1-digit numbers. Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays and/or area models. The student will estimate and determine quotients of whole numbers, with and without remainders. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-step practical problems involving division with whole numbers. Use strategies and algorithms based on knowledge of place value, equality and properties of operations to divide multi-digit whole numbers by one- or two-digit numbers. Strategies may include mental strategies, partial quotients, the commutative, associative, and distributive properties and repeated subtraction. Use strategies and algorithms based on knowledge of place value, equality and properties of operations to divide 3-digit dividend by 1-digit whole number divisors. (e.g., mental strategies, standard algorithms, partial quotients, repeated subtraction, the commutative, associative, and distributive properties). Solve two-step word problems involving the four operations with whole numbers. Use estimation strategies to assess reasonableness of answers. Interpret remainders in word problems. Represent problems using equations with a letter standing for the unknown quantity. Find whole-number quotients and remainders with up to three-digit dividends and one-digit divisors with place value understanding using rectangular arrays, area models, repeated subtraction, partial quotients, properties of operations, and/or Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, and justify the solution. Solve multi- step whole number problems involving the four operations and variables and using estimation to interpret the reasonableness of the answer. G53: Dividing Two-Digit Numbers Curriculum Standards: Use partial quotients to divide. Use partial quotients and place-value understandings to divide with greater dividends. Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays and/or area models. The student will estimate and determine quotients of whole numbers, with and without remainders. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-step practical problems involving division with whole numbers. Use strategies and algorithms based on knowledge of place value, equality and properties of operations to divide multi-digit whole numbers by one- or two-digit numbers. Strategies may include mental strategies, partial quotients, the commutative, associative, and distributive properties and repeated subtraction. Use strategies and algorithms based on knowledge of place value, equality and properties of operations to divide 3-digit dividend by 1-digit whole number divisors. (e.g., mental strategies, standard algorithms, partial quotients, repeated subtraction, the commutative, associative, and distributive properties). Solve two- step word problems involving the four operations with whole numbers. Use estimation strategies to assess reasonableness of answers. Interpret remainders in word problems. Represent problems using equations with a letter standing for the unknown quantity. Find whole-number quotients and remainders with up to three-digit dividends and one-digit divisors with place value understanding using rectangular arrays, area models, repeated subtraction, partial quotients, properties of operations, and/or Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, and justify the solution. Solve multi-step whole number problems involving the four operations and variables and using estimation to interpret the reasonableness of the answer. G54: Dividing Three-Digit Numbers Curriculum Standards: Use place-value and drawings to divide 2- and 3-digit numbers by 1-digit numbers. Use partial quotients to divide. Use partial quotients and place-value understandings to divide with greater dividends. Divide 2- and 3-digit numbers by 1-digit numbers using the standard division algorithm. Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays and/or area models. The student will estimate and determine quotients of whole numbers, with and without remainders. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-step practical problems involving division with whole numbers. Use strategies and algorithms based on knowledge of place value, equality and properties of operations to divide multi-digit whole numbers by one- or two-digit numbers. Strategies may include mental strategies, partial quotients, the commutative, associative, and distributive properties and repeated subtraction. Use strategies and algorithms based on knowledge of place value, equality and properties of operations to divide 3-digit dividend by 1-digit whole number divisors. (e.g., mental strategies, standard algorithms, partial quotients, repeated subtraction, the commutative, associative, and distributive properties). Solve two-step word problems involving the four operations with whole numbers. Use estimation strategies to assess reasonableness of answers. Interpret remainders in word problems. Represent problems using equations with a letter standing for the unknown quantity. Find whole-number quotients and remainders with up to three-digit dividends and one-digit divisors with place value understanding using rectangular arrays, area models, repeated subtraction, partial quotients, properties of operations, and/or Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, and justify the solution. Solve multi- step whole number problems involving the four operations and variables and using estimation to interpret the reasonableness of the answer. G55: Zeros in the Quotient G56: Dividing Greater Numbers Curriculum Standards: Use partial quotients to divide. Use partial quotients and place-value understandings to divide with greater dividends. Divide 4-digit numbers by 1-digit numbers using the standard division algorithm. Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays and/or area models. The student will estimate and determine quotients of whole numbers, with and without remainders. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-step practical problems involving division with whole numbers. Use strategies and algorithms based on knowledge of place value, equality and properties of operations to divide multi-digit whole numbers by one- or two-digit numbers. Strategies may include mental strategies, partial quotients, the commutative, associative, and distributive properties and repeated subtraction. Use strategies and algorithms based on knowledge of place value, equality and properties of operations to divide 3-digit dividend by 1-digit whole number divisors. (e.g., mental strategies, standard algorithms, partial quotients, repeated subtraction, the commutative, associative, and distributive properties). Solve two-step word problems involving the four operations with whole numbers. Use estimation strategies to assess reasonableness of answers. Interpret remainders in word problems. Represent problems using equations with a letter standing for the unknown quantity. Find whole-number quotients and remainders with up to three-digit dividends and one-digit divisors with place value understanding using rectangular arrays, area models, repeated subtraction, partial quotients, properties of operations, and/or Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, and justify the solution. Solve multi- step whole number problems involving the four operations and variables and using estimation to interpret the reasonableness of the answer. G57: Factoring Numbers Curriculum Standards: Use arrays to find the factors of a given whole number. Use multiplication to find all the factor pairs for a whole number. Use factors to determine whether a whole number greater than 1 is prime or composite. Find all factor pairs for a whole number in the range 1– 100, recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite. Use multiplication, division and unknowns to represent a given problem situation using a number sentence. Use number sense, properties of multiplication, and the relationship between multiplication and division to find values for the unknowns that make the number sentences true. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number is a multiple of a given one-digit number. Determine if the number is prime or composite. Recognize that a whole number is a multiple of each of its factors and find the multiples for a given whole number. Determine if a whole number within 100 is composite or prime, and find all factor pairs for whole numbers within 100. G58: Divisibility by 2, 3, 5, 9, and 10 G59: Divisibility G60: Exponents G61: Prime Factorization G62: Greatest Common Factor G63: Least Common Multiple Curriculum Standards: Use multiplication to find multiples of a given number. Find all factor pairs for a whole number in the range 1–100, recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite. Use multiplication, division and unknowns to represent a given problem situation using a number sentence. Use number sense, properties of multiplication, and the relationship between multiplication and division to find values for the unknowns that make the number sentences true. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number is a multiple of a given one-digit number. Determine if the number is prime or composite. Recognize that a whole number is a multiple of each of its factors and find the multiples for a given whole number. Determine if a whole number within 100 is composite or prime, and find all factor pairs for whole numbers within 100. G64: Mental Math: Multiplying by Multiples of 10 Curriculum Standards: Use mental-math strategies to multiply 2-digit by 2-digit multiples of ten. Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Multiply a whole number of up to four digits by a one-digit whole number, multiply two two-digit numbers, using strategies based on place value and the properties of operations and illustrate and explain the calculation by using equations, rectangular arrays and/or area models. The student will demonstrate fluency with multiplication facts through 12 x 12, and the corresponding division facts. The student will estimate and determine sums, differences, and products of whole numbers. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-step practical problems involving division with whole numbers. Use an understanding of place value to multiply a number by 10, 100 and 1000. Use an understanding of place value to multiply or divide a number by 10, 100 and 1,000. Multiply 3-digit by 1-digit or a 2-digit by 2-digit whole numbers, using efficient and generalizable procedures and strategies, based on knowledge of place value, including but not limited to standard algorithms. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction, and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of appropriate technology, and the context of the problem to assess the reasonableness of results. Solve two-step word problems involving the four operations with whole numbers. Use estimation strategies to assess reasonableness of answers. Represent problems using equations with a letter standing for the unknown quantity. Multiply a whole number of up to three digits by a one-digit whole number, and multiply up to two two-digit numbers with place value understanding using area models, partial products, and the properties of operations. Use models to make connections and develop the algorithm. Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, and justify the solution. Solve multi-step whole number problems involving the four operations and variables and using estimation to interpret the reasonableness of the answer. G65: Estimating Products Curriculum Standards: Estimate products for 2-digit by 2-digit multiplication problems by rounding the factors to multiples of ten. Use compatible numbers to estimate products of 2-digit by 2- digit multiplication problems. Use rounding and compatible numbers to estimate products. Fluently multiply multi-digit whole numbers using the standard algorithm. The student will create and solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division of whole numbers. Solve multi-step word problems posed with whole numbers and having whole- number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Multiply a whole number of up to four digits by a one-digit whole number, multiply two two- digit numbers, using strategies based on place value and the properties of operations and illustrate and explain the calculation by using equations, rectangular arrays and/or area models. The student will estimate and determine sums, differences, and products of whole numbers. Estimate products and quotients of multi-digit whole numbers by using rounding, benchmarks and place value to assess the reasonableness of results. Solve real-world and mathematical problems requiring addition, subtraction, multiplication and division of multi-digit whole numbers. Use various strategies, including the inverse relationships between operations, the use of technology, and the context of the problem to assess the reasonableness of results. Estimate products of 3-digit by 1-digit or 2-digit by 2-digit whole numbers using rounding, benchmarks and place value to assess the reasonableness of results. Explore larger numbers using technology to investigate patterns. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction, and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of appropriate technology, and the context of the problem to assess the reasonableness of results. Solve real-world and mathematical problems requiring addition, subtraction, multiplication, and division of multi-digit whole numbers. Use various strategies, including the inverse relationships between operations, the use of technology, and the context of the problem to assess the reasonableness of results. Solve two-step word problems involving the four operations with whole numbers. Multiply a whole number of up to three digits by a one-digit whole number, and multiply up to two two-digit numbers with place value understanding using area models, partial products, and the properties of operations. Use models to make connections and develop the algorithm. Demonstrate fluency with the multiplication of two whole numbers up to a three-digit number by a two-digit number using the standard algorithm. Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, and justify the solution. Solve multi-step whole number problems involving the four operations and variables and using estimation to interpret the reasonableness of the answer. Round numbers from billions to thousandths place. Multiply multi-digit whole numbers and decimals to the hundredths place, and justify the solution. G66: Using Arrays to Multiply Two-Digit Factors Curriculum Standards: Use arrays, place value, partial products, and properties of operations to multiply two 2-digit numbers. Use place value and partial products to calculate products of 2-digit by 2-digit multiplication problems. Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Multiply a whole number of up to four digits by a one-digit whole number, multiply two two- digit numbers, using strategies based on place value and the properties of operations and illustrate and explain the calculation by using equations, rectangular arrays and/or area models. The student will estimate and determine sums, differences, and products of whole numbers. Multiply multi-digit numbers, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. Multiply 3-digit by 1-digit or a 2-digit by 2-digit whole numbers, using efficient and generalizable procedures and strategies, based on knowledge of place value, including but not limited to standard algorithms. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction, and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of appropriate technology, and the context of the problem to assess the reasonableness of results. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-step practical problems involving division with whole numbers. Solve two-step word problems involving the four operations with whole numbers. Use estimation strategies to assess reasonableness of answers. Represent problems using equations with a letter standing for the unknown quantity. Multiply a whole number of up to three digits by a one-digit whole number, and multiply up to two two-digit numbers with place value understanding using area models, partial products, and the properties of operations. Use models to make connections and develop the algorithm. Multiply a whole number of up to four digits by a one- digit whole number and multiply two two-digit numbers, and justify the solution. Solve multi-step whole number problems involving the four operations and variables and using estimation to interpret the reasonableness of the answer. G67: Multiplying Two-Digit Numbers by Multiples of 10 Curriculum Standards: Use models and properties of operations to multiply 2-digit numbers by multiples of ten. Use place value and partial products to calculate products of 2-digit by 2-digit multiplication problems. Use area models and place-value strategies to multiply 2-digit numbers by multiples of 10. Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Multiply a whole number of up to four digits by a one-digit whole number, multiply two two-digit numbers, using strategies based on place value and the properties of operations and illustrate and explain the calculation by using equations, rectangular arrays and/or area models. The student will estimate and determine sums, differences, and products of whole numbers. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-step practical problems involving division with whole numbers. Use an understanding of place value to multiply a number by 10, 100 and 1000. Multiply multi-digit numbers, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. Multiply 3- digit by 1-digit or a 2-digit by 2-digit whole numbers, using efficient and generalizable procedures and strategies, based on knowledge of place value, including but not limited to standard algorithms. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction, and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of appropriate technology, and the context of the problem to assess the reasonableness of results. Use an understanding of place value to multiply or divide a number by 10, 100 and 1,000. Solve two-step word problems involving the four operations with whole numbers. Use estimation strategies to assess reasonableness of answers. Represent problems using equations with a letter standing for the unknown quantity. Multiply a whole number of up to three digits by a one-digit whole number, and multiply up to two two-digit numbers with place value understanding using area models, partial products, and the properties of operations. Use models to make connections and develop the algorithm. Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, and justify the solution. Solve multi-step whole number problems involving the four operations and variables and using estimation to interpret the reasonableness of the answer. G68: Multiplying by Two-Digit Numbers Curriculum Standards: Use the expanded and the standard algorithm to multiply 2-digit by 2- digit numbers. Estimate to check if products are reasonable. Use models and algorithms to solve 2-digit by 2-digit multiplication problems. Use models and strategies to solve word problems. Fluently multiply multi-digit whole numbers using the standard algorithm. The student will create and solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division of whole numbers. The student will investigate and describe the concept of variable. The student will write an equation to represent a given mathematical relationship, using a variable. Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Multiply a whole number of up to four digits by a one-digit whole number, multiply two two-digit numbers, using strategies based on place value and the properties of operations and illustrate and explain the calculation by using equations, rectangular arrays and/or area models. The student will estimate and determine sums, differences, and products of whole numbers. Multiply multi-digit numbers, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. Solve real-world and mathematical problems requiring addition, subtraction, multiplication and division of multi-digit whole numbers. Use various strategies, including the inverse relationships between operations, the use of technology, and the context of the problem to assess the reasonableness of results. Multiply 3-digit by 1-digit or a 2-digit by 2-digit whole numbers, using efficient and generalizable procedures and strategies, based on knowledge of place value, including but not limited to standard algorithms. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction, and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of appropriate technology, and the context of the problem to assess the reasonableness of results. Solve real-world and mathematical problems requiring addition, subtraction, multiplication, and division of multi-digit whole numbers. Use various strategies, including the inverse relationships between operations, the use of technology, and the context of the problem to assess the reasonableness of results. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-step practical problems involving division with whole numbers. Solve two-step word problems involving the four operations with whole numbers. Use estimation strategies to assess reasonableness of answers. Represent problems using equations with a letter standing for the unknown quantity. Multiply a whole number of up to three digits by a one-digit whole number, and multiply up to two two-digit numbers with place value understanding using area models, partial products, and the properties of operations. Use models to make connections and develop the algorithm. Demonstrate fluency with the multiplication of two whole numbers up to a three-digit number by a two-digit number using the standard algorithm. Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, and justify the solution. Solve multi-step whole number problems involving the four operations and variables and using estimation to interpret the reasonableness of the answer. Multiply multi-digit whole numbers and decimals to the hundredths place, and justify the solution. G69: Multiplying Greater Numbers Curriculum Standards: Multiply 3-digit by 2-digit numbers by combining equal groups and adding partial products. Use knowledge about place value and multiplying with 2-digit and 3-digit numbers to multiply with zeros. Use properties and the standard algorithm for multiplication to find the product of multi-digit numbers. Use models and strategies to solve word problems. Fluently multiply multi-digit whole numbers using the standard algorithm. The student will create and solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division of whole numbers. The student will write an equation to represent a given mathematical relationship, using a variable. The student will investigate and describe the concept of variable. Solve real-world and mathematical problems requiring addition, subtraction, multiplication and division of multi-digit whole numbers. Use various strategies, including the inverse relationships between operations, the use of technology, and the context of the problem to assess the reasonableness of results. Solve real-world and mathematical problems requiring addition, subtraction, multiplication, and division of multi-digit whole numbers. Use various strategies, including the inverse relationships between operations, the use of technology, and the context of the problem to assess the reasonableness of results. Demonstrate fluency with the multiplication of two whole numbers up to a three-digit number by a two-digit number using the standard algorithm. Multiply multi-digit whole numbers and decimals to the hundredths place, and justify the solution. G70: Mental Math: Using Properties Curriculum Standards: Use the Distributive Property and an area model to multiply two 2-digit numbers. Multiply a whole number of up to four digits by a one-digit whole number, multiply two two- digit numbers, using strategies based on place value and the properties of operations and illustrate and explain the calculation by using equations, rectangular arrays and/or area models. The student will estimate and determine sums, differences, and products of whole numbers. Use strategies and algorithms based on knowledge of place value, equality and properties of operations to divide multi- digit whole numbers by one- or two-digit numbers. Strategies may include mental strategies, partial quotients, the commutative, associative, and distributive properties and repeated subtraction. Multiply 3-digit by 1-digit or a 2-digit by 2-digit whole numbers, using efficient and generalizable procedures and strategies, based on knowledge of place value, including but not limited to standard algorithms. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction, and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of appropriate technology, and the context of the problem to assess the reasonableness of results. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-step practical problems involving division with whole numbers. Multiply a whole number of up to three digits by a one-digit whole number, and multiply up to two two-digit numbers with place value understanding using area models, partial products, and the properties of operations. Use models to make connections and develop the algorithm. Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, and justify the solution. G71: Dividing by Multiples of 10 Curriculum Standards: Use place-value patterns and mental math to find quotients. Find the quotient when the divisor is a multiple of 10. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. The student will create and solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division of whole numbers. The student will identify, describe, create, express, and extend number patterns found in objects, pictures, numbers and tables. Divide multi-digit numbers, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. Recognize that quotients can be represented in a variety of ways, including a whole number with a remainder, a fraction or mixed number, or a decimal. Consider the context in which a problem is situated to select the most useful form of the quotient for the solution and use the context to interpret the quotient appropriately. Estimate solutions to arithmetic problems in order to assess the reasonableness of results. Solve real-world and mathematical problems requiring addition, subtraction, multiplication and division of multi-digit whole numbers. Use various strategies, including the inverse relationships between operations, the use of technology, and the context of the problem to assess the reasonableness of results. Divide multi-digit numbers, by one- and two-digit divisors, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. Solve real- world and mathematical problems requiring addition, subtraction, multiplication, and division of multi- digit whole numbers. Use various strategies, including the inverse relationships between operations, the use of technology, and the context of the problem to assess the reasonableness of results. Recognize that quotients can be represented in a variety of ways, including a whole number with a remainder, a fraction or mixed number, or a decimal and consider the context in which a problem is situated to select and interpret the most useful form of the quotient for the solution. Find quotients with remainders when dividing whole numbers with up to four-digit dividends and two-digit divisors using rectangular arrays, area models, repeated subtraction, partial quotients, and/or the relationship between multiplication and division. Use models to make connections and develop the algorithm. Divide multi- digit whole numbers and decimals to the hundredths place using up to two-digit divisors and four-digit dividends, and justify the solution. G72: Estimating Quotients with Two-Digit Divisors Curriculum Standards: Use compatible numbers and place-value patterns to estimate quotients. Decide where to place the first digit of the quotient when dividing whole numbers. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. The student will create and solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division of whole numbers. Divide multi-digit numbers, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. Recognize that quotients can be represented in a variety of ways, including a whole number with a remainder, a fraction or mixed number, or a decimal. Consider the context in which a problem is situated to select the most useful form of the quotient for the solution and use the context to interpret the quotient appropriately. Estimate solutions to arithmetic problems in order to assess the reasonableness of results. Solve real-world and mathematical problems requiring addition, subtraction, multiplication and division of multi-digit whole numbers. Use various strategies, including the inverse relationships between operations, the use of technology, and the context of the problem to assess the reasonableness of results. Estimate solutions to division problems in order to assess the reasonableness of results. Solve real-world and mathematical problems requiring addition, subtraction, multiplication, and division of multi-digit whole numbers. Use various strategies, including the inverse relationships between operations, the use of technology, and the context of the problem to assess the reasonableness of results. Find quotients with remainders when dividing whole numbers with up to four-digit dividends and two-digit divisors using rectangular arrays, area models, repeated subtraction, partial quotients, and/or the relationship between multiplication and division. Use models to make connections and develop the algorithm. Round numbers from billions to thousandths place. Divide multi-digit whole numbers and decimals to the hundredths place using up to two-digit divisors and four- digit dividends, and justify the solution. G73: Dividing by Two-Digit Divisors Curriculum Standards: Use models to find quotients. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. The student will create and solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division of whole numbers. Divide multi-digit numbers, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. Recognize that quotients can be represented in a variety of ways, including a whole number with a remainder, a fraction or mixed number, or a decimal. Consider the context in which a problem is situated to select the most useful form of the quotient for the solution and use the context to interpret the quotient appropriately. Estimate solutions to arithmetic problems in order to assess the reasonableness of results. Solve real-world and mathematical problems requiring addition, subtraction, multiplication and division of multi-digit whole numbers. Use various strategies, including the inverse relationships between operations, the use of technology, and the context of the problem to assess the reasonableness of results. Divide multi-digit numbers, by one- and two-digit divisors, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. Solve real- world and mathematical problems requiring addition, subtraction, multiplication, and division of multi- digit whole numbers. Use various strategies, including the inverse relationships between operations, the use of technology, and the context of the problem to assess the reasonableness of results. Find quotients with remainders when dividing whole numbers with up to four-digit dividends and two-digit divisors using rectangular arrays, area models, repeated subtraction, partial quotients, and/or the relationship between multiplication and division. Use models to make connections and develop the algorithm. Divide multi-digit whole numbers and decimals to the hundredths place using up to two-digit divisors and four-digit dividends, and justify the solution. G74: One- and Two-Digit Quotients Curriculum Standards: Solve division problems using partial quotients. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. The student will create and solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division of whole numbers. Divide multi-digit numbers, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. Recognize that quotients can be represented in a variety of ways, including a whole number with a remainder, a fraction or mixed number, or a decimal. Consider the context in which a problem is situated to select the most useful form of the quotient for the solution and use the context to interpret the quotient appropriately. Estimate solutions to arithmetic problems in order to assess the reasonableness of results. Solve real-world and mathematical problems requiring addition, subtraction, multiplication and division of multi-digit whole numbers. Use various strategies, including the inverse relationships between operations, the use of technology, and the context of the problem to assess the reasonableness of results. Divide multi-digit numbers, by one- and two-digit divisors, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. Solve real- world and mathematical problems requiring addition, subtraction, multiplication, and division of multi- digit whole numbers. Use various strategies, including the inverse relationships between operations, the use of technology, and the context of the problem to assess the reasonableness of results. Find quotients with remainders when dividing whole numbers with up to four-digit dividends and two-digit divisors using rectangular arrays, area models, repeated subtraction, partial quotients, and/or the relationship between multiplication and division. Use models to make connections and develop the algorithm. Divide multi-digit whole numbers and decimals to the hundredths place using up to two-digit divisors and four-digit dividends, and justify the solution. G75: Dividing Greater Numbers Curriculum Standards: Use estimation to decide whether a quotient is reasonable when dividing by 2-digit divisors. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. The student will create and solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division of whole numbers. Divide multi-digit numbers, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. Recognize that quotients can be represented in a variety of ways, including a whole number with a remainder, a fraction or mixed number, or a decimal. Consider the context in which a problem is situated to select the most useful form of the quotient for the solution and use the context to interpret the quotient appropriately. Estimate solutions to arithmetic problems in order to assess the reasonableness of results. Solve real-world and mathematical problems requiring addition, subtraction, multiplication and division of multi-digit whole numbers. Use various strategies, including the inverse relationships between operations, the use of technology, and the context of the problem to assess the reasonableness of results. Divide multi-digit numbers, by one- and two-digit divisors, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. Recognize that quotients can be represented in a variety of ways, including a whole number with a remainder, a fraction or mixed number, or a decimal and consider the context in which a problem is situated to select and interpret the most useful form of the quotient for the solution. Solve real-world and mathematical problems requiring addition, subtraction, multiplication, and division of multi-digit whole numbers. Use various strategies, including the inverse relationships between operations, the use of technology, and the context of the problem to assess the reasonableness of results. Find quotients with remainders when dividing whole numbers with up to four-digit dividends and two-digit divisors using rectangular arrays, area models, repeated subtraction, partial quotients, and/or the relationship between multiplication and division. Use models to make connections and develop the algorithm. Divide multi-digit whole numbers and decimals to the hundredths place using up to two-digit divisors and four-digit dividends, and justify the solution. G76: Using Mental Math to Multiply Curriculum Standards: Use place value and properties of operations to multiply mentally. Multiply a whole number of up to four digits by a one-digit whole number, multiply two two-digit numbers, using strategies based on place value and the properties of operations and illustrate and explain the calculation by using equations, rectangular arrays and/or area models. The student will demonstrate fluency with multiplication facts through 12 x 12, and the corresponding division facts. The student will estimate and determine sums, differences, and products of whole numbers. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-step practical problems involving division with whole numbers. Multiply multi-digit numbers, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. Estimate products and quotients of multi-digit whole numbers by using rounding, benchmarks and place value to assess the reasonableness of results. Multiply 3-digit by 1- digit or a 2-digit by 2-digit whole numbers, using efficient and generalizable procedures and strategies, based on knowledge of place value, including but not limited to standard algorithms. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction, and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of appropriate technology, and the context of the problem to assess the reasonableness of results. Multiply a whole number of up to three digits by a one-digit whole number, and multiply up to two two- digit numbers with place value understanding using area models, partial products, and the properties of operations. Use models to make connections and develop the algorithm. Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, and justify the solution. G77: Adding and Subtracting on a Number Line G78: Skip Counting on the Number Line Booklet H: Fractions, Decimals, and Percents in Grades 4-6 H1: Equal Parts of a Whole H2: Parts of a Region H3: Fractions of a Set H4: Parts of a Set H5: Fractions and Length H6: Fractions on the Number Line H7: Working with Unit Fractions H8: Using Models to Compare Fractions H9: Using Models to Find Equivalent Fractions H10: Comparing Fractions on the Number Line H11: Comparing Fractions Curriculum Standards: Use benchmarks, area models, and number lines to compare fractions. Use models or rename fractions to compare. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Compare two fractions with different numerators and different denominators (e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as ½). Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, = or <, and justify the conclusions by using a visual fraction model. The student will represent equivalent fractions. Represent equivalent fractions using fraction models such as parts of a set, fraction circles, fraction strips, number lines and other manipulatives. Use the models to determine equivalent fractions. Locate fractions on a number line. Use models to order and compare whole numbers and fractions, including mixed numbers and improper fractions. Use benchmark fractions (0, ¼, ?, ½, ?, ¾, 1) to locate additional fractions on a number line. Use models to order and compare whole numbers and fractions less than and greater than one using comparative language and symbols. Compare benchmark fractions (¼, ?, ½, ?, ¾) and decimals (0.25, 0.50, 0.75) in real-world and mathematical situations. Explain why a fraction is equivalent to another fraction by using area and length fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Compare two fractions with different numerators and different denominators, using the denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >,=, or <, and justify the conclusions by: Reasoning about their size and using area and length models. Using benchmark fractions 0, ½, and a whole. Comparing common numerator or common denominators. Recognize and generate equivalent fractions. Compare two fractions using the symbols >, = or <, and justify the solution. H12: Fractions and Decimals Curriculum Standards: Relate fractions and decimals with denominators of 10 to 100. Use decimal notation for fractions with denominators 10 or 100 (e.g., rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram). The student will read, write, represent, and identify decimals expressed through thousandths. The student will given a model, write the decimal and fraction equivalents. Read and write tenths and hundredths in decimal and fraction notations using words and symbols; know the fraction and decimal equivalents for halves and fourths. Represent tenths and hundredths with concrete models, making connections between fractions and decimals. Represent, read and write decimals up to at least the hundredths place in a variety of contexts including money. Use decimal notation to represent fractions. Express, model and explain the equivalence between fractions with denominators of 10 and 100. Represent tenths and hundredths with models, making connections between fractions and decimals. Use decimal notation for fractions with denominators of 10 or 100. Understand that fractions and decimals are equivalent representations of the same quantity. Read, write and identify decimals to the hundredths place using number names, base ten numerals and expanded form. Understand that parts of a whole can be expressed as fractions and or decimals. Convert decimals to fractions and fractions to decimals. H13: Counting Money Curriculum Standards: Use fractions or decimals to solve word problems involving money. Use decimal notation for fractions with denominators 10 or 100 (e.g., rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram). Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. The student will add and subtract with decimals. The student will solve single-step and multistep practical problems involving addition and subtraction with decimals. Represent, read and write decimals up to at least the hundredths place in a variety of contexts including money. Given a total cost (whole dollars up to $20 or coins) and amount paid (whole dollars up to $20 or coins), find the change required in a variety of ways. Limited to whole dollars up to $20 or sets of coins. Solve word problems involving multiplication of a fraction by a whole number. Use decimal notation to represent fractions. Express, model and explain the equivalence between fractions with denominators of 10 and 100. Represent tenths and hundredths with models, making connections between fractions and decimals. Read, write and identify decimals to the hundredths place using number names, base ten numerals and expanded form. Know relative sizes of measurement units within one system of units. Convert measurements in a larger unit in terms of a smaller unit. Use the four operations to solve problems involving distances, intervals of time, liquid volume, weight of objects and money. H14: Making Change Curriculum Standards: Use fractions or decimals to solve word problems involving money. Use decimal notation for fractions with denominators 10 or 100 (e.g., rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram). Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. The student will add and subtract with decimals. The student will solve single-step and multistep practical problems involving addition and subtraction with decimals. Represent, read and write decimals up to at least the hundredths place in a variety of contexts including money. Given a total cost (whole dollars up to $20 or coins) and amount paid (whole dollars up to $20 or coins), find the change required in a variety of ways. Limited to whole dollars up to $20 or sets of coins. Solve word problems involving multiplication of a fraction by a whole number. Use decimal notation to represent fractions. Express, model and explain the equivalence between fractions with denominators of 10 and 100. Represent tenths and hundredths with models, making connections between fractions and decimals. Read, write and identify decimals to the hundredths place using number names, base ten numerals and expanded form. Know relative sizes of measurement units within one system of units. Convert measurements in a larger unit in terms of a smaller unit. Use the four operations to solve problems involving distances, intervals of time, liquid volume, weight of objects and money. H15: Using Money to Understand Decimals H16: Equivalent Fractions Curriculum Standards: Use area models to recognize and generate equivalent fractions. Use a number line to locate and identify equivalent fractions. Use multiplication to find equivalent fractions. Use division to find equivalent fractions. Find common denominators for fractions with unlike denominators. Represent data using line plots and interpret data in line plots to solve problems. Add and subtract fractions with unlike denominators, including mixed numbers, by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators (e.g., 2/3 + 5/4 = 8/12 + 15/12 = 23/12). Instructional Note: In general, a/b + c/d = (ad + bc)/bd. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers (e.g., recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2). The student will solve single-step practical problems involving multiplication of a whole number, limited to 12 or less, and a proper fraction, with models. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. The student will represent equivalent fractions. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots (e.g., from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection). Represent equivalent fractions using fraction models such as parts of a set, fraction circles, fraction strips, number lines and other manipulatives. Use the models to determine equivalent fractions. Add and subtract decimals and fractions, using efficient and generalizable procedures, including standard algorithms. Model addition and subtraction of fractions and decimals using a variety of representations. Estimate sums and differences of decimals and fractions to assess the reasonableness of results. Solve real-world and mathematical problems requiring addition and subtraction of decimals, fractions and mixed numbers, including those involving measurement, geometry and data. Use tables, bar graphs, timelines and Venn diagrams to display data sets. The data may include fractions or decimals. Understand that spreadsheet tables and graphs can be used to display data. Represent and rename equivalent fractions using fraction models (e.g. parts of a set, area models, fraction strips, number lines). Recognize and generate equivalent decimals, fractions, mixed numbers, and fractions less than one in various contexts. Represent data on a frequency table or line plot marked with whole numbers and fractions using appropriate titles, labels, and units. Solve one- and two-step problems using data in whole number, decimal, or fraction form in a frequency table and line plot. Explain why a fraction is equivalent to another fraction by using area and length fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Add and subtract fractions, including mixed numbers, with unlike denominators using related fractions: halves, fourths and eighths; thirds, sixths, and twelfths; fifths, tenths, and hundredths. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. Solve one- and two-step word problems in context using area and length models to develop the algorithm. Represent the word problem in an equation. Represent and interpret data using whole numbers. Collect data by asking a question that yields numerical data. Make a representation of data and interpret data in a frequency table, scaled bar graph, and/or line plot. Determine whether a survey question will yield categorical or numerical data. Explain and/or illustrate why two fractions are equivalent. Recognize and generate equivalent fractions. Solve problems involving multiplication of a fraction by a whole number. Create a frequency table and/or line plot to display measurement data. Solve problems involving addition and subtraction by using information presented in a data display. Analyze the data in a frequency table, line plot, bar graph or picture graph. Solve problems involving addition and subtraction of fractions and mixed numbers with unlike denominators, and justify the solution. Solve and justify multi-step problems involving variables, whole numbers, fractions and decimals. H17: Fractions and Division H18: Estimating Fractional Amounts H19: Simplest Form H20: Mixed Numbers H21: Comparing and Ordering Fractions Curriculum Standards: Use benchmarks, area models, and number lines to compare fractions. Use models or rename fractions to compare. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Compare two fractions with different numerators and different denominators (e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as ½). Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, = or <, and justify the conclusions by using a visual fraction model. The student will represent equivalent fractions. Represent equivalent fractions using fraction models such as parts of a set, fraction circles, fraction strips, number lines and other manipulatives. Use the models to determine equivalent fractions. Locate fractions on a number line. Use models to order and compare whole numbers and fractions, including mixed numbers and improper fractions. Use benchmark fractions (0, ¼, ?, ½, ?, ¾, 1) to locate additional fractions on a number line. Use models to order and compare whole numbers and fractions less than and greater than one using comparative language and symbols. Compare benchmark fractions (¼, ?, ½, ?, ¾) and decimals (0.25, 0.50, 0.75) in real-world and mathematical situations. Explain why a fraction is equivalent to another fraction by using area and length fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Compare two fractions with different numerators and different denominators, using the denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >,=, or <, and justify the conclusions by: Reasoning about their size and using area and length models. Using benchmark fractions 0, ½, and a whole. Comparing common numerator or common denominators. Recognize and generate equivalent fractions. Compare two fractions using the symbols >, = or <, and justify the solution. H22: Comparing and Ordering Mixed Numbers H23: Fractions and Mixed Numbers on the Number Line H24: Place Value Through Hundredths H25: Decimals on the Number Line Curriculum Standards: Locate and describe fractions and decimals on number lines. Use decimal notation for fractions with denominators 10 or 100 (e.g., rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram). The student will given a model, write the decimal and fraction equivalents. Locate fractions on a number line. Use models to order and compare whole numbers and fractions, including mixed numbers and improper fractions. Compare and order decimals and whole numbers using place value, a number line and models such as grids and base 10 blocks. Read and write tenths and hundredths in decimal and fraction notations using words and symbols; know the fraction and decimal equivalents for halves and fourths. Represent tenths and hundredths with concrete models, making connections between fractions and decimals. Represent, read and write decimals up to at least the hundredths place in a variety of contexts including money. Use decimal notation to represent fractions. Express, model and explain the equivalence between fractions with denominators of 10 and 100. Represent tenths and hundredths with models, making connections between fractions and decimals. Use decimal notation for fractions with denominators of 10 or 100. Understand that fractions and decimals are equivalent representations of the same quantity. Read, write and identify decimals to the hundredths place using number names, base ten numerals and expanded form. Understand that parts of a whole can be expressed as fractions and or decimals. Convert decimals to fractions and fractions to decimals. H26: Place Value Through Thousandths Curriculum Standards: Represent decimals to thousandths as fractions and fractions with denominators of 1,000 as decimals. Read and write decimals through thousandths in different ways. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names and expanded form (e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000)). The student will represent and identify equivalencies among fractions and decimals, with and without models. Read and write decimals using place value to describe decimals in terms of groups from millionths to millions. Find 0.1 more than a number and 0.1 less than a number. Find 0.01 more than a number and 0.01 less than a number. Find 0.001 more than a number and 0.001 less than a number. Represent decimal fractions (e.g.,1/10, 1/100) using a variety of models (e.g., 10 by 10 grids, rational number wheel, base-ten blocks, meter stick) and make connections between fractions and decimals. Represent, read and write decimals using place value to describe decimal numbers including fractional numbers as small as thousandths and whole numbers as large as millions. Recognize and generate equivalent decimals, fractions, mixed numbers, and fractions less than one in various contexts. Explain the patterns in the place value system from one million to the thousandths place. Explain that in a multi- digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Read, write, and compare decimals to thousandths. Write decimals using base-ten numerals, number names, and expanded form. Read, write and identify numbers from billions to thousandths using number names, base ten numerals and expanded form. Understand that in a multi-digit number, a digit represents 1/10 times what it would represents in the place to its left. Convert decimals to fractions and fractions to decimals. H27: Place Value Through Millionths H28: Rounding Decimals Through Hundredths H29: Rounding Decimals Through Thousandths Curriculum Standards: Round decimals to different places. Use place value understanding to round decimals to any place. The student, given a decimal through thousandths, will round to the nearest whole number, tenth, or hundredth. Round numbers to the nearest 0.1, 0.01 and 0.001. Round numbers from billions to thousandths place. H30: Comparing and Ordering Decimals Through Hundredths Curriculum Standards: Compare decimals by reasoning about their size. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, = or <, and justify the conclusions by using a visual model. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. The student will compare and order decimals. Compare and order decimals and whole numbers using place value, a number line and models such as grids and base 10 blocks. Compare and order decimals and whole numbers using place value, a number line and models such as grids and base 10 blocks. Compare benchmark fractions (¼, ?, ½, ?, ¾) and decimals (0.25, 0.50, 0.75) in real-world and mathematical situations. Compare two decimals to hundredths by reasoning about their size using area and length models, and recording the results of comparisons with the symbols >, =, or <. Recognize that comparisons are valid only when the two decimals refer to the same whole. Add, subtract, multiply, and divide to solve one-step word problems involving whole-number measurements of length, mass, and capacity that are given in metric units. Compare two decimals to the hundredths place using the symbols >, = or <, and justify the solution. H31: Comparing and Ordering Decimals Through Thousandths Curriculum Standards: Use place value to compare decimals through thousandths. Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, = and < symbols to record the results of comparisons. The student will compare and order fractions, mixed numbers, and/or decimals in a given set, from least to greatest and greatest to least. Find 0.1 more than a number and 0.1 less than a number. Find 0.01 more than a number and 0.01 less than a number. Find 0.001 more than a number and 0.001 less than a number. Order fractions and decimals, including mixed numbers and improper fractions, and locate on a number line. Compare and order fractions and decimals, including mixed numbers and fractions less than one, and locate on a number line. Compare two decimals to thousandths based on the value of the digits in each place, using >, =, and < symbols to record the results of comparisons. Compare two numbers from billions to thousandths using the symbols >, = or <, and justify the solution. Compare and order fractions and or decimals to the thousandths place using the symbols >, = or <, and justify the solution. H32: Relating Fractions and Decimals Curriculum Standards: Add fractions with denominators of 10 and 100 by using equivalent fractions. Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100 (e.g., express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100). Instructional Note: Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade. The student will add and subtract fractions and mixed numbers having like and unlike denominators. The student will solve single-step practical problems involving addition and subtraction with fractions and mixed numbers. Use fraction models to add and subtract fractions with like denominators in real-world and mathematical situations. Develop a rule for addition and subtraction of fractions with like denominators. Use equivalent fractions to add two fractions with denominators of 10 or 100. Recognize and generate equivalent fractions. Solve problems involving adding and subtracting fractions and mixed numbers with like denominators. H33: Decimals to Fractions H34: Fractions to Decimals Curriculum Standards: Add fractions with denominators of 10 and 100 by using equivalent fractions. Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100 (e.g., express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100). Instructional Note: Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade. The student will add and subtract fractions and mixed numbers having like and unlike denominators. The student will solve single-step practical problems involving addition and subtraction with fractions and mixed numbers. Use fraction models to add and subtract fractions with like denominators in real-world and mathematical situations. Develop a rule for addition and subtraction of fractions with like denominators. Use equivalent fractions to add two fractions with denominators of 10 or 100. Recognize and generate equivalent fractions. Solve problems involving adding and subtracting fractions and mixed numbers with like denominators. H35: Relating Fractions and Decimals to Thousandths H36: Using Models to Compare Fractions and Decimals H37: Fractions, Decimals, and the Number Line Curriculum Standards: Estimate sums and differences of fractions by using the nearest half or whole number. Add and subtract fractions with unlike denominators, including mixed numbers, by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators (e.g., 2/3 + 5/4 = 8/12 + 15/12 = 23/12). Instructional Note: In general, a/b + c/d = (ad + bc)/bd. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers (e.g., recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2). The student will solve single-step and multistep practical problems involving addition and subtraction with fractions and mixed numbers. Add and subtract decimals and fractions, using efficient and generalizable procedures, including standard algorithms. Model addition and subtraction of fractions and decimals using a variety of representations. Estimate sums and differences of decimals and fractions to assess the reasonableness of results. Solve real-world and mathematical problems requiring addition and subtraction of decimals, fractions and mixed numbers, including those involving measurement, geometry and data. Estimate sums and differences of fractions with like and unlike denominators, mixed numbers, and decimals to assess the reasonableness of the results. Add and subtract fractions, including mixed numbers, with unlike denominators using related fractions: halves, fourths and eighths; thirds, sixths, and twelfths; fifths, tenths, and hundredths. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. Solve one- and two-step word problems in context using area and length models to develop the algorithm. Represent the word problem in an equation. Estimate results of sums, differences and products with fractions and decimals to the thousandths. Solve problems involving addition and subtraction of fractions and mixed numbers with unlike denominators, and justify the solution. Solve and justify multi-step problems involving variables, whole numbers, fractions and decimals. H38: Adding Fractions with Like Denominators Curriculum Standards: Decompose a fraction or mixed number into a sum of fractions in more than one way. Solve problems involving joining parts of the same whole by adding fractions. Understand the fraction a/b, with a > 1, as the sum of a of the fractions 1/b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation and justify decompositions by using a visual fraction model (e.g., 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8). The student will add and subtract fractions and mixed numbers having like and unlike denominators. The student will solve single-step practical problems involving addition and subtraction with fractions and mixed numbers. Understand the fraction a/b, with a > 1, as the sum of a of the fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand the fraction a/b, with a > 1, as the sum of a of the fractions 1/b. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators by using visual fraction models and equations to represent the problem. Use fraction models to add and subtract fractions with like denominators in real-world and mathematical situations. Develop a rule for addition and subtraction of fractions with like denominators. Decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations (e.g., ¾ = ¼ + ¼ + ¼). Use fraction models to add and subtract fractions with like denominators in real-world and mathematical situations. Decompose a fraction into a sum of unit fractions and a sum of fractions with the same denominator in more than one way using area models, length models, and equations. Understand and justify decompositions of fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Add and subtract fractions, including mixed numbers with like denominators, by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. Solve word problems involving addition and subtraction of fractions, including mixed numbers by writing equations from a visual representation of the problem. Understand addition and subtraction of fractions as joining or composing and separating or decomposing parts referring to the same whole. Decompose a fraction into a sum of fractions with the same denominator and record each decomposition with an equation and justification. Solve problems involving adding and subtracting fractions and mixed numbers with like denominators. H39: Subtracting Fractions with Like Denominators Curriculum Standards: Use tools such as fraction strips, area models, and number lines to subtract fractions. Solve problems involving separating parts of the same whole by subtracting fractions. Understand the fraction a/b, with a > 1, as the sum of a of the fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. The student will add and subtract fractions and mixed numbers having like and unlike denominators. The student will solve single-step practical problems involving addition and subtraction with fractions and mixed numbers. Understand the fraction a/b, with a > 1, as the sum of a of the fractions 1/b. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators by using visual fraction models and equations to represent the problem. Use fraction models to add and subtract fractions with like denominators in real-world and mathematical situations. Develop a rule for addition and subtraction of fractions with like denominators. Use fraction models to add and subtract fractions with like denominators in real-world and mathematical situations. Understand and justify decompositions of fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Add and subtract fractions, including mixed numbers with like denominators, by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. Solve word problems involving addition and subtraction of fractions, including mixed numbers by writing equations from a visual representation of the problem. Understand addition and subtraction of fractions as joining or composing and separating or decomposing parts referring to the same whole. Decompose a fraction into a sum of fractions with the same denominator and record each decomposition with an equation and justification. Solve problems involving adding and subtracting fractions and mixed numbers with like denominators. H40: Adding and Subtracting Fractions with Like Denominators H41: Adding and Subtracting Fractions on a Number Line Curriculum Standards: Count forward or backward on a number line to add or subtract. Understand the fraction a/b, with a > 1, as the sum of a of the fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. The student will add and subtract fractions and mixed numbers having like and unlike denominators. The student will solve single-step practical problems involving addition and subtraction with fractions and mixed numbers. Use fraction models to add and subtract fractions with like denominators in real-world and mathematical situations. Develop a rule for addition and subtraction of fractions with like denominators. Use fraction models to add and subtract fractions with like denominators in real-world and mathematical situations. Understand and justify decompositions of fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand addition and subtraction of fractions as joining or composing and separating or decomposing parts referring to the same whole. Solve problems involving adding and subtracting fractions and mixed numbers with like denominators. H42: Adding Fractions with Unlike Denominators Curriculum Standards: Estimate sums and differences of fractions by using the nearest half or whole number. Add fractions with unlike denominators using equivalent fractions with a common denominator. Subtract fractions with unlike denominators. Write equivalent fractions to add and subtract fractions with unlike denominators. Add and subtract fractions with unlike denominators, including mixed numbers, by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators (e.g., 2/3 + 5/4 = 8/12 + 15/12 = 23/12). Instructional Note: In general, a/b + c/d = (ad + bc)/bd. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers (e.g., recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2). The student will solve single-step and multistep practical problems involving addition and subtraction with fractions and mixed numbers. Add and subtract decimals and fractions, using efficient and generalizable procedures, including standard algorithms. Model addition and subtraction of fractions and decimals using a variety of representations. Estimate sums and differences of decimals and fractions to assess the reasonableness of results. Solve real-world and mathematical problems requiring addition and subtraction of decimals, fractions and mixed numbers, including those involving measurement, geometry and data. Illustrate addition and subtraction of fractions with like and unlike denominators, mixed numbers, and decimals using a variety of representations (e.g., fraction strips, area models, number lines, fraction rods). Add and subtract fractions with like and unlike denominators, mixed numbers, and decimals, using efficient and generalizable procedures, including but not limited to standard algorithms in order to solve real-world and mathematical problems including those involving money, measurement, geometry, and data. Estimate sums and differences of fractions with like and unlike denominators, mixed numbers, and decimals to assess the reasonableness of the results. Add and subtract fractions, including mixed numbers, with unlike denominators using related fractions: halves, fourths and eighths; thirds, sixths, and twelfths; fifths, tenths, and hundredths. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. Solve one- and two-step word problems in context using area and length models to develop the algorithm. Represent the word problem in an equation. Estimate results of sums, differences and products with fractions and decimals to the thousandths. Solve problems involving addition and subtraction of fractions and mixed numbers with unlike denominators, and justify the solution. Solve and justify multi-step problems involving variables, whole numbers, fractions and decimals. H43: Subtracting Fractions with Unlike Denominators Curriculum Standards: Estimate sums and differences of fractions by using the nearest half or whole number. Add fractions with unlike denominators using equivalent fractions with a common denominator. Subtract fractions with unlike denominators. Write equivalent fractions to add and subtract fractions with unlike denominators. Add and subtract fractions with unlike denominators, including mixed numbers, by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators (e.g., 2/3 + 5/4 = 8/12 + 15/12 = 23/12). Instructional Note: In general, a/b + c/d = (ad + bc)/bd. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers (e.g., recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2). The student will solve single-step and multistep practical problems involving addition and subtraction with fractions and mixed numbers. Add and subtract decimals and fractions, using efficient and generalizable procedures, including standard algorithms. Model addition and subtraction of fractions and decimals using a variety of representations. Estimate sums and differences of decimals and fractions to assess the reasonableness of results. Solve real-world and mathematical problems requiring addition and subtraction of decimals, fractions and mixed numbers, including those involving measurement, geometry and data. Illustrate addition and subtraction of fractions with like and unlike denominators, mixed numbers, and decimals using a variety of representations (e.g., fraction strips, area models, number lines, fraction rods). Add and subtract fractions with like and unlike denominators, mixed numbers, and decimals, using efficient and generalizable procedures, including but not limited to standard algorithms in order to solve real-world and mathematical problems including those involving money, measurement, geometry, and data. Estimate sums and differences of fractions with like and unlike denominators, mixed numbers, and decimals to assess the reasonableness of the results. Add and subtract fractions, including mixed numbers, with unlike denominators using related fractions: halves, fourths and eighths; thirds, sixths, and twelfths; fifths, tenths, and hundredths. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. Solve one- and two-step word problems in context using area and length models to develop the algorithm. Represent the word problem in an equation. Estimate results of sums, differences and products with fractions and decimals to the thousandths. Solve problems involving addition and subtraction of fractions and mixed numbers with unlike denominators, and justify the solution. Solve and justify multi-step problems involving variables, whole numbers, fractions and decimals. H44: Estimating Sums and Differences of Mixed Numbers Curriculum Standards: Estimate sums and differences of fractions and mixed numbers. Add and subtract fractions with unlike denominators, including mixed numbers, by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators (e.g., 2/3 + 5/4 = 8/12 + 15/12 = 23/12). Instructional Note: In general, a/b + c/d = (ad + bc)/bd. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers (e.g., recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2). The student will solve single-step and multistep practical problems involving addition and subtraction with fractions and mixed numbers. Add and subtract decimals and fractions, using efficient and generalizable procedures, including standard algorithms. Model addition and subtraction of fractions and decimals using a variety of representations. Estimate sums and differences of decimals and fractions to assess the reasonableness of results. Solve real-world and mathematical problems requiring addition and subtraction of decimals, fractions and mixed numbers, including those involving measurement, geometry and data. Estimate sums and differences of fractions with like and unlike denominators, mixed numbers, and decimals to assess the reasonableness of the results. Add and subtract fractions, including mixed numbers, with unlike denominators using related fractions: halves, fourths and eighths; thirds, sixths, and twelfths; fifths, tenths, and hundredths. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. Solve one- and two-step word problems in context using area and length models to develop the algorithm. Represent the word problem in an equation. Estimate results of sums, differences and products with fractions and decimals to the thousandths. Solve problems involving addition and subtraction of fractions and mixed numbers with unlike denominators, and justify the solution. Solve and justify multi- step problems involving variables, whole numbers, fractions and decimals. H45: Adding Mixed Numbers Curriculum Standards: Solve problems using data in a line plot. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers (e.g., recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2). Solve real-world problems involving multiplication of fractions and mixed numbers by using visual fraction models or equations to represent the problem. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. (e.g., Given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally). The student, given a practical problem, will interpret data represented in line plots and stem-and-leaf plots. Develop and use formulas to determine the area of triangles, parallelograms and figures that can be decomposed into triangles. Use various tools and strategies to measure the volume and surface area of objects that are shaped like rectangular prisms. Understand that the volume of a three dimensional figure can be found by counting the total number of same-sized cubic units that fill a shape without gaps or overlaps. Use cubic units to label volume measurements. Develop and use the formulas V = ?wh and V = Bh to determine the volume of rectangular prisms. Justify why base area B and height h are multiplied to find the volume of a ectangular prism by breaking the prism into layers of unit cubes. Add and subtract fractions with like and unlike denominators, mixed numbers, and decimals, using efficient and generalizable procedures, including but not limited to standard algorithms in order to solve real-world and mathematical problems including those involving money, measurement, geometry, and data. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. Solve one- and two-step word problems in context using area and length models to develop the algorithm. Represent the word problem in an equation. Solve one-step word problems involving multiplication of fractions using models to develop the algorithm. Represent and interpret data. Collect data by asking a question that yields data that changes over time. Make and interpret a representation of data using a line graph. Determine whether a survey question will yield categorical or numerical data, or data that changes over time. Solve problems involving addition and subtraction of fractions and mixed numbers with unlike denominators, and justify the solution. Extend the concept of multiplication to multiply a fraction or whole number by a fraction. Solve and justify multi-step problems involving variables, whole numbers, fractions and decimals. Create a line graph to represent a data set, and analyze the data to answer questions and solve problems. Create a line plot to represent a given or generated data set, and analyze the data to answer questions and solve problems, recognizing the outliers and generating the median. H46: Subtracting Mixed Numbers Curriculum Standards: Add and subtract mixed numbers using equivalent fractions and a common denominator. Add and subtract fractions with unlike denominators, including mixed numbers, by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators (e.g., 2/3 + 5/4 = 8/12 + 15/12 = 23/12). Instructional Note: In general, a/b + c/d = (ad + bc)/bd. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers (e.g., recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2). The student will solve single-step and multistep practical problems involving addition and subtraction with fractions and mixed numbers. Add and subtract decimals and fractions, using efficient and generalizable procedures, including standard algorithms. Model addition and subtraction of fractions and decimals using a variety of representations. Estimate sums and differences of decimals and fractions to assess the reasonableness of results. Solve real-world and mathematical problems requiring addition and subtraction of decimals, fractions and mixed numbers, including those involving measurement, geometry and data. Add and subtract fractions with like and unlike denominators, mixed numbers, and decimals, using efficient and generalizable procedures, including but not limited to standard algorithms in order to solve real-world and mathematical problems including those involving money, measurement, geometry, and data. Add and subtract fractions, including mixed numbers, with unlike denominators using related fractions: halves, fourths and eighths; thirds, sixths, and twelfths; fifths, tenths, and hundredths. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. Solve one- and two-step word problems in context using area and length models to develop the algorithm. Represent the word problem in an equation. Solve problems involving addition and subtraction of fractions and mixed numbers with unlike denominators, and justify the solution. Solve and justify multi- step problems involving variables, whole numbers, fractions and decimals. H47: Multiplying Fractions by Whole Numbers Curriculum Standards: Use a model to understand a fraction as a multiple of a unit fraction. Use models to multiply fractions by whole numbers. Use symbols and equations to multiply a fraction by a whole number. Use drawings and equations to represent and solve problems involving multiplying a whole number and a mixed number. Multiply a whole number by a fraction. Multiply a fraction by a whole number. Multiply fractions and whole numbers. Use the four operations to solve problems involving time. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. (e.g., Use a visual fraction model to show (2/3) × 4 = 8/3 and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15.) Instructional Note: In general, (a/b) × (c/d) = ac/bd. The student will solve single-step practical problems involving multiplication of a whole number, limited to 12 or less, and a proper fraction, with models. Solve real-world problems involving multiplication of fractions and mixed numbers by using visual fraction models or equations to represent the problem. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Understand a fraction a/b as a multiple of 1/b, (e.g., use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4)). Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number (e.g., use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. In general, n × (a/b) = (n × a)/b). Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Solve word problems involving multiplication of a fraction by a whole number by using visual fraction models and equations to represent the problem (e.g., If each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?). Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. The student will solve single-step practical problems involving addition and subtraction with fractions and mixed numbers. Represent equivalent fractions using fraction models such as parts of a set, fraction circles, fraction strips, number lines and other manipulatives. Use the models to determine equivalent fractions. Locate fractions on a number line. Use models to order and compare whole numbers and fractions, including mixed numbers and improper fractions. Use fraction models to add and subtract fractions with like denominators in real- world and mathematical situations. Develop a rule for addition and subtraction of fractions with like denominators. Use tables, bar graphs, timelines and Venn diagrams to display data sets. The data may include fractions or decimals. Understand that spreadsheet tables and graphs can be used to display data. Solve problems involving the conversion of one measure of time to another. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction, including mixed numbers. Solve one-step word problems involving multiplication of fractions using models to develop the algorithm. Model and explain how fractions can be represented by multiplying a whole number by a unit fraction, using this understanding to multiply a whole number by any fraction less than one. Solve word problems involving multiplication of a fraction by a whole number. Add, subtract, multiply, and divide to solve one-step word problems involving whole-number measurements of length, mass, and capacity that are given in metric units. Solve word problems involving addition and subtraction of time intervals that cross the hour. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Solve problems involving multiplication of a fraction by a whole number. Know relative sizes of measurement units within one system of units. Use the four operations to solve problems involving distances, intervals of time, liquid volume, weight of objects and money. Solve problems involving addition and subtraction of fractions and mixed numbers with unlike denominators, and justify the solution. Extend the concept of multiplication to multiply a fraction or whole number by a fraction. Calculate and interpret the product of a fraction by a whole number and a whole number by a fraction. H48: Multiplying Two Fractions Curriculum Standards: Use models to multiply two fractions. Multiply two fractions. Find the area of a rectangle using fractions and diagrams. Compare the size of the product to the size of one factor without multiplying to consider multiplication as scaling. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. (e.g., Use a visual fraction model to show (2/3) × 4 = 8/3 and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15.) Instructional Note: In general, (a/b) × (c/d) = ac/bd. Interpret multiplication as scaling (resizing), by: Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. Interpret multiplication as scaling (resizing), by: Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find are areas of rectangles and represent fraction products as rectangular areas. Develop and use formulas to determine the area of triangles, parallelograms and figures that can be decomposed into triangles. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction, including mixed numbers. Use area and length models to multiply two fractions, with the denominators 2, 3, 4. Explain why multiplying a given number by a fraction greater than 1 results in a product greater than the given number and when multiplying a given number by a fraction less than 1 results in a product smaller than the given number. Solve one-step word problems involving multiplication of fractions using models to develop the algorithm. Extend the concept of multiplication to multiply a fraction or whole number by a fraction. Calculate and interpret the product of two fractions less than one. Recognize the relationship between multiplying fractions and finding the areas of rectangles with fractional side lengths. Justify the reasonableness of a product when multiplying with fractions. Estimate the size of the product based on the size of the two factors. Explain why multiplying a given number by a fraction greater than 1 results in a product larger than the given number. Explain why multiplying a given number by a fraction less than 1 results in a product smaller than the given number. Explain why multiplying the numerator and denominator by the same number is equivalent to multiplying the fraction by 1. H49: Understanding Division with Fractions Curriculum Standards: Understand how fractions are related to division. Implement division of fractions to show quotients as fractions and mixed numbers. Use multiplication to divide a whole number by a unit fraction. Use models such as pictorial models or a number line to show dividing a whole number by a unit fraction. Use models to divide unit fractions by non-zero whole numbers. Use models to divide whole numbers and unit fractions. Check your answer using multiplication. Solve multi- step problems involving division with unit fractions. Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers by using visual fraction models or equations to represent the problem. (e.g., Interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3 and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?) Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Instructional Note: Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division, but division of a fraction by a fraction is not a requirement at this grade. Interpret division of a unit fraction by a non-zero whole number and compute such quotients. (e.g., Create a story context for (1/3) ÷ 4 and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.) Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Instructional Note: Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division, but division of a fraction by a fraction is not a requirement at this grade. Interpret division of a whole number by a unit fraction and compute such quotients. (e.g., Create a story context for 4 ÷ (1/5) and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.) Instructional Note: Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division, but division of a fraction by a fraction is not a requirement at this grade. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Instructional Note: Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division, but division of a fraction by a fraction is not a requirement at this grade. Solve real-world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions by using visual fraction models and equations to represent the problem. (e.g., How much chocolate will each person get if 3 people share 1/2 lb. of chocolate equally? How many1/3-cup servings are in 2 cups of raisins?) Instructional Note: Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division, but division of a fraction by a fraction is not a requirement at this grade. Recognize that quotients can be represented in a variety of ways, including a whole number with a remainder, a fraction or mixed number, or a decimal and consider the context in which a problem is situated to select and interpret the most useful form of the quotient for the solution. Use fractions to model and solve division problems. Interpret a fraction as an equal sharing context, where a quantity is divided into equal parts. Model and interpret a fraction as the division of the numerator by the denominator. Solve one-step word problems involving division of whole numbers leading to answers in the form of fractions and mixed numbers, with denominators of 2, 3, 4, 5, 6, 8, 10, and 12, using area, length, and set models or equations. Solve one-step word problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions using area and length models, and equations to represent the problem. Extend the concept of division to divide unit fractions and whole numbers by using visual fraction models and equations. Calculate and interpret the quotient of a unit fraction by a non-zero whole number. Calculate and interpret the quotient of a whole number by a unit fraction. H50: Dividing Fractions H51: Estimating Products and Quotients of Mixed Numbers H52: Multiplying Mixed Numbers Curriculum Standards: Use models, equations, and previously learned strategies to multiply mixed numbers. Compare the size of the product to the size of one factor without multiplying to consider multiplication as scaling. Solve problems using data in a line plot. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers (e.g., recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2). Solve real-world problems involving multiplication of fractions and mixed numbers by using visual fraction models or equations to represent the problem. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. (e.g., Given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally). The student, given a practical problem, will interpret data represented in line plots and stem-and-leaf plots. Interpret multiplication as scaling (resizing), by: Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. Interpret multiplication as scaling (resizing), by: Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1. Develop and use formulas to determine the area of triangles, parallelograms and figures that can be decomposed into triangles. Use various tools and strategies to measure the volume and surface area of objects that are shaped like rectangular prisms. Understand that the volume of a three dimensional figure can be found by counting the total number of same-sized cubic units that fill a shape without gaps or overlaps. Use cubic units to label volume measurements. Develop and use the formulas V = ?wh and V = Bh to determine the volume of rectangular prisms. Justify why base area B and height h are multiplied to find the volume of a ectangular prism by breaking the prism into layers of unit cubes. Add and subtract fractions with like and unlike denominators, mixed numbers, and decimals, using efficient and generalizable procedures, including but not limited to standard algorithms in order to solve real- world and mathematical problems including those involving money, measurement, geometry, and data. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. Solve one- and two-step word problems in context using area and length models to develop the algorithm. Represent the word problem in an equation. Solve one-step word problems involving multiplication of fractions using models to develop the algorithm. Represent and interpret data. Collect data by asking a question that yields data that changes over time. Make and interpret a representation of data using a line graph. Determine whether a survey question will yield categorical or numerical data, or data that changes over time. Explain why multiplying a given number by a fraction greater than 1 results in a product greater than the given number and when multiplying a given number by a fraction less than 1 results in a product smaller than the given number. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction, including mixed numbers. Solve problems involving addition and subtraction of fractions and mixed numbers with unlike denominators, and justify the solution. Extend the concept of multiplication to multiply a fraction or whole number by a fraction. Extend the concept of division to divide unit fractions and whole numbers by using visual fraction models and equations. Justify the reasonableness of a product when multiplying with fractions. Estimate the size of the product based on the size of the two factors. Explain why multiplying a given number by a fraction greater than 1 results in a product larger than the given number. Explain why multiplying a given number by a fraction less than 1 results in a product smaller than the given number. Explain why multiplying the numerator and denominator by the same number is equivalent to multiplying the fraction by 1. Calculate and interpret the product of two fractions less than one. Solve and justify multi-step problems involving variables, whole numbers, fractions and decimals. Create a line graph to represent a data set, and analyze the data to answer questions and solve problems. Create a line plot to represent a given or generated data set, and analyze the data to answer questions and solve problems, recognizing the outliers and generating the median. H53: Dividing Mixed Numbers Curriculum Standards: Understand how fractions are related to division. Implement division of fractions to show quotients as fractions and mixed numbers. Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers by using visual fraction models or equations to represent the problem. (e.g., Interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3 and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?) Recognize that quotients can be represented in a variety of ways, including a whole number with a remainder, a fraction or mixed number, or a decimal and consider the context in which a problem is situated to select and interpret the most useful form of the quotient for the solution. Use fractions to model and solve division problems. Interpret a fraction as an equal sharing context, where a quantity is divided into equal parts. Model and interpret a fraction as the division of the numerator by the denominator. Solve one- step word problems involving division of whole numbers leading to answers in the form of fractions and mixed numbers, with denominators of 2, 3, 4, 5, 6, 8, 10, and 12, using area, length, and set models or equations. H54: Using Models to Add and Subtract Decimals Curriculum Standards: Model sums and differences of decimals. Add, subtract, multiply and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between related operations, relate the strategy to a written method and explain the reasoning used. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication of decimals, and create and solve single-step practical problems involving division of decimals. Add and subtract decimals and fractions, using efficient and generalizable procedures, including standard algorithms. Model addition and subtraction of fractions and decimals using a variety of representations. Estimate sums and differences of decimals and fractions to assess the reasonableness of results. Solve real-world and mathematical problems requiring addition and subtraction of decimals, fractions and mixed numbers, including those involving measurement, geometry and data. Illustrate addition and subtraction of fractions with like and unlike denominators, mixed numbers, and decimals using a variety of representations (e.g., fraction strips, area models, number lines, fraction rods). Add and subtract fractions with like and unlike denominators, mixed numbers, and decimals, using efficient and generalizable procedures, including but not limited to standard algorithms in order to solve real-world and mathematical problems including those involving money, measurement, geometry, and data. Compute and solve real-world problems with multi-digit whole numbers and decimal numbers. Add and subtract decimals to thousandths using models, drawings or strategies based on place value. Use estimation strategies to assess reasonableness of answers. Add and subtract multi-digit whole numbers and decimals to the thousandths place, and justify the solution. H55: Estimating Decimal Sums and Differences Curriculum Standards: Use rounding or compatible numbers to estimate sums and differences. Read and write whole numbers using standard form, expanded form, and number names. Use place value understanding to round decimals to any place. Add, subtract, multiply and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between related operations, relate the strategy to a written method and explain the reasoning used. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication of decimals, and create and solve single- step practical problems involving division of decimals. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Add and subtract decimals and fractions, using efficient and generalizable procedures, including standard algorithms. Model addition and subtraction of fractions and decimals using a variety of representations. Estimate sums and differences of decimals and fractions to assess the reasonableness of results. Solve real-world and mathematical problems requiring addition and subtraction of decimals, fractions and mixed numbers, including those involving measurement, geometry and data. Divide multi-digit numbers, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. Recognize that quotients can be represented in a variety of ways, including a whole number with a remainder, a fraction or mixed number, or a decimal. Estimate solutions to arithmetic problems in order to assess the reasonableness of results. Read and write decimals using place value to describe decimals in terms of groups from millionths to millions. Estimate sums and differences of fractions with like and unlike denominators, mixed numbers, and decimals to assess the reasonableness of the results. Compute and solve real-world problems with multi-digit whole numbers and decimal numbers. Add and subtract decimals to thousandths using models, drawings or strategies based on place value. Use estimation strategies to assess reasonableness of answers. Explain the patterns in the place value system from one million to the thousandths place. Explain that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Read, write and identify numbers from billions to thousandths using number names, base ten numerals and expanded form. Understand that in a multi-digit number, a digit represents 1/10 times what it would represents in the place to its left. Round numbers from billions to thousandths place. Add and subtract multi-digit whole numbers and decimals to the thousandths place, and justify the solution. H56: Adding Decimals to Hundredths Curriculum Standards: Use properties of addition and strategies to solve problems mentally. Add decimals to the hundredths using the standard algorithm. Subtract decimals to the hundredths using the standard algorithm. Add and subtract decimals. Add, subtract, multiply and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between related operations, relate the strategy to a written method and explain the reasoning used. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication of decimals, and create and solve single- step practical problems involving division of decimals. Add and subtract decimals and fractions, using efficient and generalizable procedures, including standard algorithms. Model addition and subtraction of fractions and decimals using a variety of representations. Estimate sums and differences of decimals and fractions to assess the reasonableness of results. Solve real-world and mathematical problems requiring addition and subtraction of decimals, fractions and mixed numbers, including those involving measurement, geometry and data. Add and subtract fractions with like and unlike denominators, mixed numbers, and decimals, using efficient and generalizable procedures, including but not limited to standard algorithms in order to solve real-world and mathematical problems including those involving money, measurement, geometry, and data. Generate equivalent numerical expressions and solve problems involving whole numbers by applying the commutative, associative, and distributive properties and order of operations (no exponents). Compute and solve real-world problems with multi- digit whole numbers and decimal numbers. Add and subtract decimals to thousandths using models, drawings or strategies based on place value. Use estimation strategies to assess reasonableness of answers. Add and subtract multi-digit whole numbers and decimals to the thousandths place, and justify the solution. Multiply multi-digit whole numbers and decimals to the hundredths place, and justify the solution. Divide multi-digit whole numbers and decimals to the hundredths place using up to two-digit divisors and four-digit dividends, and justify the solution. H57: Subtracting Decimals to Hundredths Curriculum Standards: Use properties of addition and strategies to solve problems mentally. Add decimals to the hundredths using the standard algorithm. Subtract decimals to the hundredths using the standard algorithm. Add and subtract decimals. Add, subtract, multiply and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between related operations, relate the strategy to a written method and explain the reasoning used. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication of decimals, and create and solve single- step practical problems involving division of decimals. Add and subtract decimals and fractions, using efficient and generalizable procedures, including standard algorithms. Model addition and subtraction of fractions and decimals using a variety of representations. Estimate sums and differences of decimals and fractions to assess the reasonableness of results. Solve real-world and mathematical problems requiring addition and subtraction of decimals, fractions and mixed numbers, including those involving measurement, geometry and data. Add and subtract fractions with like and unlike denominators, mixed numbers, and decimals, using efficient and generalizable procedures, including but not limited to standard algorithms in order to solve real-world and mathematical problems including those involving money, measurement, geometry, and data. Generate equivalent numerical expressions and solve problems involving whole numbers by applying the commutative, associative, and distributive properties and order of operations (no exponents). Compute and solve real-world problems with multi- digit whole numbers and decimal numbers. Add and subtract decimals to thousandths using models, drawings or strategies based on place value. Use estimation strategies to assess reasonableness of answers. Add and subtract multi-digit whole numbers and decimals to the thousandths place, and justify the solution. Multiply multi-digit whole numbers and decimals to the hundredths place, and justify the solution. Divide multi-digit whole numbers and decimals to the hundredths place using up to two-digit divisors and four-digit dividends, and justify the solution. H58: More Estimation of Decimal Sums and Differences H59: Adding and Subtracting Decimals to Thousandths H60: Multiplying with Decimals and Whole Numbers Curriculum Standards: Use knowledge about place value and patterns to find the product of a decimal number and a power of 10. Use rounding and compatible numbers to estimate the product of a decimal and a whole number. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. The student will estimate and determine the product and quotient of two numbers involving decimals. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication of decimals, and create and solve single-step practical problems involving division of decimals. The student will identify, describe, create, express, and extend number patterns found in objects, pictures, numbers and tables. Add, subtract, multiply and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between related operations, relate the strategy to a written method and explain the reasoning used. Explain patterns in products and quotients when numbers are multiplied by 1,000, 100, 10, 0.1, and 0.01 and/or divided by 10 and 100. Compute and solve real-world problems with multi-digit whole numbers and decimal numbers. Multiply decimals with a product to thousandths using models, drawings, or strategies based on place value. Use estimation strategies to assess reasonableness of answers. Evaluate the value of powers of 10 and understand the relationship to the place value system. Round numbers from billions to thousandths place. Multiply multi-digit whole numbers and decimals to the hundredths place, and justify the solution. H61: Multiplying Decimals by 10, 100, or 1,000 Curriculum Standards: Use knowledge about place value and patterns to find the product of a decimal number and a power of 10. Use rounding and compatible numbers to estimate the product of a decimal and a whole number. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. The student will estimate and determine the product and quotient of two numbers involving decimals. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication of decimals, and create and solve single-step practical problems involving division of decimals. The student will identify, describe, create, express, and extend number patterns found in objects, pictures, numbers and tables. Add, subtract, multiply and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between related operations, relate the strategy to a written method and explain the reasoning used. Explain patterns in products and quotients when numbers are multiplied by 1,000, 100, 10, 0.1, and 0.01 and/or divided by 10 and 100. Compute and solve real-world problems with multi-digit whole numbers and decimal numbers. Multiply decimals with a product to thousandths using models, drawings, or strategies based on place value. Use estimation strategies to assess reasonableness of answers. Evaluate the value of powers of 10 and understand the relationship to the place value system. Round numbers from billions to thousandths place. Multiply multi-digit whole numbers and decimals to the hundredths place, and justify the solution. H62: Estimating the Product of a Whole Number and a Decimal Curriculum Standards: Use knowledge about place value and patterns to find the product of a decimal number and a power of 10. Use rounding and compatible numbers to estimate the product of a decimal and a whole number. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. The student will estimate and determine the product and quotient of two numbers involving decimals. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication of decimals, and create and solve single-step practical problems involving division of decimals. The student will identify, describe, create, express, and extend number patterns found in objects, pictures, numbers and tables. Add, subtract, multiply and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between related operations, relate the strategy to a written method and explain the reasoning used. Explain patterns in products and quotients when numbers are multiplied by 1,000, 100, 10, 0.1, and 0.01 and/or divided by 10 and 100. Compute and solve real-world problems with multi-digit whole numbers and decimal numbers. Multiply decimals with a product to thousandths using models, drawings, or strategies based on place value. Use estimation strategies to assess reasonableness of answers. Evaluate the value of powers of 10 and understand the relationship to the place value system. Round numbers from billions to thousandths place. Multiply multi-digit whole numbers and decimals to the hundredths place, and justify the solution. H63: Multiplying Decimals Using Grids Curriculum Standards: Use models to represent multiplying a decimal and a whole number. Use place-value understanding and the standard multiplication algorithm to multiply a decimal by a whole number. Add, subtract, multiply and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between related operations, relate the strategy to a written method and explain the reasoning used. The student will estimate and determine the product and quotient of two numbers involving decimals. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication of decimals, and create and solve single-step practical problems involving division of decimals. Compute and solve real-world problems with multi-digit whole numbers and decimal numbers. Multiply decimals with a product to thousandths using models, drawings, or strategies based on place value. Use estimation strategies to assess reasonableness of answers. Multiply multi-digit whole numbers and decimals to the hundredths place, and justify the solution. H64: Multiplying Decimals by Decimals Curriculum Standards: Use grids to model decimals and find the product of a decimal and a decimal. Multiply decimals using partial products and models. Use properties to multiply decimals. Use number sense and reasoning to place the decimal point in a product. Multiply decimals using the standard algorithm for multiplication and multiplication strategies. Add, subtract, multiply and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between related operations, relate the strategy to a written method and explain the reasoning used. The student will estimate and determine the product and quotient of two numbers involving decimals. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication of decimals, and create and solve single-step practical problems involving division of decimals. Compute and solve real-world problems with multi-digit whole numbers and decimal numbers. Multiply decimals with a product to thousandths using models, drawings, or strategies based on place value. Use estimation strategies to assess reasonableness of answers. Multiply multi-digit whole numbers and decimals to the hundredths place, and justify the solution. Add and subtract multi-digit whole numbers and decimals to the thousandths place, and justify the solution. H65: Dividing with Decimals and Whole Numbers H66: Dividing Decimals by 10, 100, or 1,000 Curriculum Standards: Use mental math and place-value patterns to divide a decimal by a power of 10. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. The student will estimate and determine the product and quotient of two numbers involving decimals. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication of decimals, and create and solve single-step practical problems involving division of decimals. The student will identify, describe, create, express, and extend number patterns found in objects, pictures, numbers and tables. Recognize that quotients can be represented in a variety of ways, including a whole number with a remainder, a fraction or mixed number, or a decimal and consider the context in which a problem is situated to select and interpret the most useful form of the quotient for the solution. Explain patterns in products and quotients when numbers are multiplied by 1,000, 100, 10, 0.1, and 0.01 and/or divided by 10 and 100. Compute and solve real-world problems with multi-digit whole numbers and decimal numbers. Divide a whole number by a decimal and divide a decimal by a whole number, using repeated subtraction or area models. Decimals should be limited to hundredths. Evaluate the value of powers of 10 and understand the relationship to the place value system. H67: Dividing a Decimal by a Whole Number Curriculum Standards: Use models to help find quotients in problems involving decimals. Use the standard algorithm for division to divide decimals by a whole number. Use models to visualize the relationship between division and multiplication to divide decimals by a 2-digit whole number. Add, subtract, multiply and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between related operations, relate the strategy to a written method and explain the reasoning used. The student will estimate and determine the product and quotient of two numbers involving decimals. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication of decimals, and create and solve single-step practical problems involving division of decimals. Recognize that quotients can be represented in a variety of ways, including a whole number with a remainder, a fraction or mixed number, or a decimal and consider the context in which a problem is situated to select and interpret the most useful form of the quotient for the solution. Compute and solve real-world problems with multi-digit whole numbers and decimal numbers. Divide a whole number by a decimal and divide a decimal by a whole number, using repeated subtraction or area models. Decimals should be limited to hundredths. Use estimation strategies to assess reasonableness of answers. Multiply decimals with a product to thousandths using models, drawings, or strategies based on place value. Divide multi- digit whole numbers and decimals to the hundredths place using up to two-digit divisors and four-digit dividends, and justify the solution. H68: Estimating the Quotient of a Decimal and a Whole Number Curriculum Standards: Use reason and strategies such as rounding and compatible numbers to estimate quotients in problems with decimals. Add, subtract, multiply and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between related operations, relate the strategy to a written method and explain the reasoning used. The student will estimate and determine the product and quotient of two numbers involving decimals. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication of decimals, and create and solve single- step practical problems involving division of decimals. Estimate solutions to arithmetic problems in order to assess the reasonableness of results. Recognize that quotients can be represented in a variety of ways, including a whole number with a remainder, a fraction or mixed number, or a decimal and consider the context in which a problem is situated to select and interpret the most useful form of the quotient for the solution. Compute and solve real-world problems with multi-digit whole numbers and decimal numbers. Divide a whole number by a decimal and divide a decimal by a whole number, using repeated subtraction or area models. Decimals should be limited to hundredths. Use estimation strategies to assess reasonableness of answers. Round numbers from billions to thousandths place. Divide multi-digit whole numbers and decimals to the hundredths place using up to two-digit divisors and four-digit dividends, and justify the solution. H69: Dividing a Decimal by a Decimal Curriculum Standards: Use number sense and reasoning to place the decimal point in the quotient when dividing two decimals. Use the standard algorithm and place-value patterns to divide a decimal by another decimal. Use the standard algorithm to divide decimals, annexing zeros as needed. Add, subtract, multiply and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between related operations, relate the strategy to a written method and explain the reasoning used. The student will estimate and determine the product and quotient of two numbers involving decimals. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication of decimals, and create and solve single-step practical problems involving division of decimals. Recognize that quotients can be represented in a variety of ways, including a whole number with a remainder, a fraction or mixed number, or a decimal and consider the context in which a problem is situated to select and interpret the most useful form of the quotient for the solution. Compute and solve real-world problems with multi-digit whole numbers and decimal numbers. Multiply decimals with a product to thousandths using models, drawings, or strategies based on place value. Divide a whole number by a decimal and divide a decimal by a whole number, using repeated subtraction or area models. Decimals should be limited to hundredths. Use estimation strategies to assess reasonableness of answers. Divide multi-digit whole numbers and decimals to the hundredths place using up to two- digit divisors and four-digit dividends, and justify the solution. H70: Understanding Ratios H71: Rates and Unit Rates H72: Comparing Rates H73: Distance, Rate, and Time H74: Equal Ratios and Proportions H75: Solving Proportions H76: Maps and Scale Drawings H77: Understanding Percent H78: Relating Percents, Decimals, and Fractions H79: Percents Greater Than 100 or Less Than 1 H80: Estimating Percent of a Number H81: Finding the Percent of a Whole Number H82: Tips and Sales Tax H83: Equivalent Fractions and the Number Line H84: Counting Coins and Bills H85: Estimating Fraction Sums and Differences Curriculum Standards: Use number lines and benchmark fractions to estimate fraction sums and differences. Understand the fraction a/b, with a > 1, as the sum of a of the fractions 1/b. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. The student will add and subtract fractions and mixed numbers having like and unlike denominators. The student will solve single-step practical problems involving addition and subtraction with fractions and mixed numbers. Use fraction models to add and subtract fractions with like denominators in real-world and mathematical situations. Develop a rule for addition and subtraction of fractions with like denominators. Understand and justify decompositions of fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Understand addition and subtraction of fractions as joining or composing and separating or decomposing parts referring to the same whole. H86: Divide Whole Numbers by Unit Fractions H87: Divide Unit Fractions by Non-Zero Whole Numbers H88: Find the Whole Booklet I: Measurement, Geometry, Data, and Probability in Grades 4-6 I1: Solid Figures I2: Lines and Line Segments Curriculum Standards: Draw and identify perpendicular, parallel, and intersecting lines. Recognize and draw lines, rays, and angles with different measures. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: Draw points, lines, line segments, rays, angles (right, acute, obtuse) and perpendicular and parallel lines. Identify these in two-dimensional figures. The student will identify and describe points, lines, line segments, rays, and angles, including endpoints and vertices. The student will identify and describe intersecting, parallel, and perpendicular lines. Measure angles in geometric figures and real-world objects with a protractor or angle ruler. Compare angles according to size. Classify angles as acute, right and obtuse. Apply reflections (flips) to figures by reflecting over vertical or horizontal lines and relate reflections to lines of symmetry. Identify points, lines, line segments, rays, angles, endpoints, and parallel and perpendicular lines in various contexts. Develop an understanding of angles and angle measurement. Understand angles as geometric shapes that are formed wherever two rays share a common endpoint, and are measured in degrees. Draw and identify points, lines, line segments, rays, angles, and perpendicular and parallel lines. Draw and identify points, lines, line segments, rays, angles, perpendicular lines and parallel lines. Identify and estimate angles and their measure. I3: Acute, Right, and Obtuse Angles Curriculum Standards: Recognize and draw lines, rays, and angles with different measures. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: Draw points, lines, line segments, rays, angles (right, acute, obtuse) and perpendicular and parallel lines. Identify these in two-dimensional figures. The student will identify and describe points, lines, line segments, rays, and angles, including endpoints and vertices. Measure angles in geometric figures and real-world objects with a protractor or angle ruler. Compare angles according to size. Classify angles as acute, right and obtuse. Identify points, lines, line segments, rays, angles, endpoints, and parallel and perpendicular lines in various contexts. Develop an understanding of angles and angle measurement. Understand angles as geometric shapes that are formed wherever two rays share a common endpoint, and are measured in degrees. Draw and identify points, lines, line segments, rays, angles, and perpendicular and parallel lines. Draw and identify points, lines, line segments, rays, angles, perpendicular lines and parallel lines. Identify and estimate angles and their measure. I4: Polygons I5: Classifying Triangles Using Sides and Angles Curriculum Standards: Classify triangles by line segments and angles. Classify triangles by their angles and sides. Understand that attributes belonging to a category of two dimensional figures also belong to all subcategories of that category (e.g., all rectangles have four right angles and squares are rectangles, so all squares have four right angles). Classify two-dimensional figures in a hierarchy based on properties. The student will classify triangles as right, acute, or obtuse and equilateral, scalene, or isosceles. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. The student will identify, describe, compare, and contrast plane and solid figures according to their characteristics (number of angles, vertices, edges, and the number and shape of faces) using concrete models and pictorial representations. Develop and use formulas to determine the area of triangles, parallelograms and figures that can be decomposed into triangles. Describe, classify and sketch triangles, including equilateral, right, obtuse and acute triangles. Recognize triangles in various contexts. Describe, classify and construct triangles, including equilateral, right, scalene, and isosceles triangles. Recognize triangles in various contexts. Classify quadrilaterals and triangles based on angle measure, side lengths, and the presence or absence of parallel or perpendicular lines. Classify two-dimensional shapes by their sides and/or angles. Understand that attributes belonging to a category of figures also belong to all subcategories. Classify figures in a hierarchy based on properties. I6: Quadrilaterals Curriculum Standards: Classify quadrilaterals by lines and angles. Classify quadrilaterals by their properties. Classify quadrilaterals using a hierarchy. Understand that attributes belonging to a category of two dimensional figures also belong to all subcategories of that category (e.g., all rectangles have four right angles and squares are rectangles, so all squares have four right angles). Classify two- dimensional figures in a hierarchy based on properties. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. The student will classify quadrilaterals as a parallelograms, rectangles, squares, rhombi, and/or trapezoids. Develop and use formulas to determine the area of triangles, parallelograms and figures that can be decomposed into triangles. Describe, classify and draw quadrilaterals, including squares, rectangles, trapezoids, rhombuses, parallelograms and kites. Recognize quadrilaterals in various contexts. Describe, classify, and sketch quadrilaterals, including squares, rectangles, trapezoids, rhombuses, parallelograms, and kites. Recognize quadrilaterals in various contexts. Classify quadrilaterals into categories based on their properties. Explain that attributes belonging to a category of quadrilaterals also belong to all subcategories of that category. Classify quadrilaterals in a hierarchy based on properties. Classify quadrilaterals and triangles based on angle measure, side lengths, and the presence or absence of parallel or perpendicular lines. Classify two-dimensional shapes by their sides and/or angles. Understand that attributes belonging to a category of figures also belong to all subcategories. Classify figures in a hierarchy based on properties. I7: Making New Shapes from Shapes I8: Cutting Shapes Apart I9: Congruent Figures and Motions I10: Line Symmetry Curriculum Standards: Recognize and draw lines of symmetry. Identify line symmetric figures. Draw figures that have line symmetry. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line- symmetric figures and draw lines of symmetry. Apply reflections (flips) to figures by reflecting over vertical or horizontal lines and relate reflections to lines of symmetry. Recognize symmetry in a two- dimensional figure, and identify and draw lines of symmetry. Construct lines of symmetry for a two- dimensional figure. I11: Solids and Nets I12: Views of Solid Figures I13: Geometric Ideas I14: Congruent Figures I15: Circles I16: Rotational Symmetry I17: Transformations Curriculum Standards: Solve problems involving line plots and fractions. Understand the fraction a/b, with a > 1, as the sum of a of the fractions 1/b. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators by using visual fraction models and equations to represent the problem. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots (e.g., from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection). Use tables, bar graphs, timelines and Venn diagrams to display data sets. The data may include fractions or decimals. Understand that spreadsheet tables and graphs can be used to display data. Represent data on a frequency table or line plot marked with whole numbers and fractions using appropriate titles, labels, and units. Solve one- and two-step problems using data in whole number, decimal, or fraction form in a frequency table and line plot. Understand and justify decompositions of fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100. Add and subtract fractions, including mixed numbers with like denominators, by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. Solve word problems involving addition and subtraction of fractions, including mixed numbers by writing equations from a visual representation of the problem. Represent and interpret data using whole numbers. Collect data by asking a question that yields numerical data. Make a representation of data and interpret data in a frequency table, scaled bar graph, and/or line plot. Determine whether a survey question will yield categorical or numerical data. Solve problems involving adding and subtracting fractions and mixed numbers with like denominators. Solve problems involving addition and subtraction by using information presented in a data display. Analyze the data in a frequency table, line plot, bar graph or picture graph. I18: Measuring and Classifying Angles Curriculum Standards: Find the measure of an angle that turns through a fraction of a circle. Use known angle measures to measure unknown angles. Use a protractor to measure and draw angles. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: An angle that turns through b one-degree angles is said to have an angle measure of b degrees. The student will identify and describe points, lines, line segments, rays, and angles, including endpoints and vertices. Measure angles in whole-number degrees using a protractor and sketch angles of specified measure. Measure angles in geometric figures and real-world objects with a protractor or angle ruler. Compare angles according to size. Classify angles as acute, right and obtuse. Measure angles in geometric figures and real-world objects with a protractor or angle ruler. Develop an understanding of angles and angle measurement. Understand angles as geometric shapes that are formed wherever two rays share a common endpoint, and are measured in degrees. Solve addition and subtraction problems to find unknown angles on a diagram in real-world and mathematical problems. Measure and sketch angles in whole-number degrees using a protractor. Identify and estimate angles and their measure. Draw and identify points, lines, line segments, rays, angles, perpendicular lines and parallel lines. Draw and measure angles in whole-number degrees using a protractor. I19: Angle Pairs Curriculum Standards: Use addition and subtraction to solve problems with unknown angle measures. Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems (e.g., by using an equation with a symbol for the unknown angle measure). Measure angles in geometric figures and real-world objects with a protractor or angle ruler. Compare angles according to size. Classify angles as acute, right and obtuse. Develop an understanding of angles and angle measurement. Solve addition and subtraction problems to find unknown angles on a diagram in real- world and mathematical problems. I20: Missing Angles in Triangles and Quadrilaterals I21: Measuring Length to 1/2 and 1/4 Inch I22: Using Customary Units of Length Curriculum Standards: Convert customary units of length. Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four- digit dividends and two-digit divisors, using strategies based on place value, the properties of operations and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m) and use these conversions in solving multi-step, real-world problems. Use various tools and strategies to measure the volume and surface area of objects that are shaped like rectangular prisms. Understand that the volume of a three dimensional figure can be found by counting the total number of same-sized cubic units that fill a shape without gaps or overlaps. Use cubic units to label volume measurements. Develop and use the formulas V = ?wh and V = Bh to determine the volume of rectangular prisms. Justify why base area B and height h are multiplied to find the volume of a ectangular prism by breaking the prism into layers of unit cubes. Recognize and use the relationship between inches, feet, and yards to measure and compare objects. Demonstrate fluency with the multiplication of two whole numbers up to a three-digit number by a two-digit number using the standard algorithm. Find quotients with remainders when dividing whole numbers with up to four-digit dividends and two-digit divisors using rectangular arrays, area models, repeated subtraction, partial quotients, and/or the relationship between multiplication and division. Use models to make connections and develop the algorithm. Given a conversion chart, use multiplicative reasoning to solve one-step conversion problems within a given measurement system. Convert measurements of capacity, length and weight within a given measurement system. Solve multi- step problems that require measurement conversions. I23: Using Metric Units of Length Curriculum Standards: Recognize the relative size of metric units of length and convert from a larger unit to a smaller unit. Convert metric units of length. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m) and use these conversions in solving multi-step, real-world problems. The student will given the equivalent measure of one unit, identify equivalent measurements within the metric system. The student will solve practical problems involving length, mass, and liquid volume using metric units. Know relative sizes of measurement units within a system of units, including the metric system (km, m, cm; kg, g; l, ml), the standard system (lb, oz), and time (hr, min, sec.). Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. (e.g., Know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...) Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Use various tools and strategies to measure the volume and surface area of objects that are shaped like rectangular prisms. Understand that the volume of a three dimensional figure can be found by counting the total number of same-sized cubic units that fill a shape without gaps or overlaps. Use cubic units to label volume measurements. Develop and use the formulas V = ?wh and V = Bh to determine the volume of rectangular prisms. Justify why base area B and height h are multiplied to find the volume of a ectangular prism by breaking the prism into layers of unit cubes. Recognize and use the relationship between millimeters, centimeters, and meters to measure and compare objects. Explain patterns in products and quotients when numbers are multiplied by 1,000, 100, 10, 0.1, and 0.01 and/or divided by 10 and 100. Given a conversion chart, use multiplicative reasoning to solve one-step conversion problems within a given measurement system. Solve word problems involving multiplication of a fraction by a whole number. Know relative sizes of measurement units. Solve problems involving metric measurement. Measure to solve problems involving metric units: centimeter, meter, gram, kilogram, Liter, milliliter. Add, subtract, multiply, and divide to solve one-step word problems involving whole-number measurements of length, mass, and capacity that are given in metric units. Use multiplicative reasoning to convert metric measurements from a larger unit to a smaller unit using place value understanding, two-column tables, and length models. Know relative sizes of measurement units within one system of units. Convert measurements in a larger unit in terms of a smaller unit. Use the four operations to solve problems involving distances, intervals of time, liquid volume, weight of objects and money. Evaluate the value of powers of 10 and understand the relationship to the place value system. Convert measurements of capacity, length and weight within a given measurement system. Solve multi-step problems that require measurement conversions. I24: Using Customary Units of Capacity Curriculum Standards: Convert customary units of capacity. Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four- digit dividends and two-digit divisors, using strategies based on place value, the properties of operations and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m) and use these conversions in solving multi-step, real-world problems. Use various tools and strategies to measure the volume and surface area of objects that are shaped like rectangular prisms. Understand that the volume of a three dimensional figure can be found by counting the total number of same-sized cubic units that fill a shape without gaps or overlaps. Use cubic units to label volume measurements. Develop and use the formulas V = ?wh and V = Bh to determine the volume of rectangular prisms. Justify why base area B and height h are multiplied to find the volume of a ectangular prism by breaking the prism into layers of unit cubes. Demonstrate fluency with the multiplication of two whole numbers up to a three-digit number by a two-digit number using the standard algorithm. Find quotients with remainders when dividing whole numbers with up to four-digit dividends and two-digit divisors using rectangular arrays, area models, repeated subtraction, partial quotients, and/or the relationship between multiplication and division. Use models to make connections and develop the algorithm. Given a conversion chart, use multiplicative reasoning to solve one-step conversion problems within a given measurement system. Convert measurements of capacity, length and weight within a given measurement system. Solve multi- step problems that require measurement conversions. I25: Using Metric Units of Capacity Curriculum Standards: Recognize the relative size of metric units of length and convert from a larger unit to a smaller unit. Convert metric units of capacity. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m) and use these conversions in solving multi-step, real-world problems. The student will given the equivalent measure of one unit, identify equivalent measurements within the metric system. The student will solve practical problems involving length, mass, and liquid volume using metric units. Know relative sizes of measurement units within a system of units, including the metric system (km, m, cm; kg, g; l, ml), the standard system (lb, oz), and time (hr, min, sec.). Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. (e.g., Know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...) Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Use various tools and strategies to measure the volume and surface area of objects that are shaped like rectangular prisms. Understand that the volume of a three dimensional figure can be found by counting the total number of same-sized cubic units that fill a shape without gaps or overlaps. Use cubic units to label volume measurements. Develop and use the formulas V = ?wh and V = Bh to determine the volume of rectangular prisms. Justify why base area B and height h are multiplied to find the volume of a ectangular prism by breaking the prism into layers of unit cubes. Solve word problems involving multiplication of a fraction by a whole number. Know relative sizes of measurement units. Solve problems involving metric measurement. Measure to solve problems involving metric units: centimeter, meter, gram, kilogram, Liter, milliliter. Add, subtract, multiply, and divide to solve one-step word problems involving whole-number measurements of length, mass, and capacity that are given in metric units. Use multiplicative reasoning to convert metric measurements from a larger unit to a smaller unit using place value understanding, two-column tables, and length models. Explain patterns in products and quotients when numbers are multiplied by 1,000, 100, 10, 0.1, and 0.01 and/or divided by 10 and 100. Given a conversion chart, use multiplicative reasoning to solve one-step conversion problems within a given measurement system. Know relative sizes of measurement units within one system of units. Convert measurements in a larger unit in terms of a smaller unit. Use the four operations to solve problems involving distances, intervals of time, liquid volume, weight of objects and money. Evaluate the value of powers of 10 and understand the relationship to the place value system. Convert measurements of capacity, length and weight within a given measurement system. Solve multi-step problems that require measurement conversions. I26: Using Customary Units of Weight Curriculum Standards: Convert Customary Units of weight. Fluently multiply multi-digit whole numbers using the standard algorithm. Find whole-number quotients of whole numbers with up to four- digit dividends and two-digit divisors, using strategies based on place value, the properties of operations and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m) and use these conversions in solving multi-step, real-world problems. Use various tools and strategies to measure the volume and surface area of objects that are shaped like rectangular prisms. Understand that the volume of a three dimensional figure can be found by counting the total number of same-sized cubic units that fill a shape without gaps or overlaps. Use cubic units to label volume measurements. Develop and use the formulas V = ?wh and V = Bh to determine the volume of rectangular prisms. Justify why base area B and height h are multiplied to find the volume of a ectangular prism by breaking the prism into layers of unit cubes. Demonstrate fluency with the multiplication of two whole numbers up to a three-digit number by a two-digit number using the standard algorithm. Find quotients with remainders when dividing whole numbers with up to four-digit dividends and two-digit divisors using rectangular arrays, area models, repeated subtraction, partial quotients, and/or the relationship between multiplication and division. Use models to make connections and develop the algorithm. Given a conversion chart, use multiplicative reasoning to solve one-step conversion problems within a given measurement system. Multiply multi-digit whole numbers and decimals to the hundredths place, and justify the solution. Divide multi-digit whole numbers and decimals to the hundredths place using up to two-digit divisors and four-digit dividends, and justify the solution. Convert measurements of capacity, length and weight within a given measurement system. Solve multi-step problems that require measurement conversions. I27: Using Metric Units of Mass Curriculum Standards: Recognize the relative size of metric units of length and convert from a larger unit to a smaller unit. Convert metric units of mass. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m) and use these conversions in solving multi-step, real-world problems. The student will given the equivalent measure of one unit, identify equivalent measurements within the metric system. The student will solve practical problems involving length, mass, and liquid volume using metric units. Know relative sizes of measurement units within a system of units, including the metric system (km, m, cm; kg, g; l, ml), the standard system (lb, oz), and time (hr, min, sec.). Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. (e.g., Know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...) Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Use various tools and strategies to measure the volume and surface area of objects that are shaped like rectangular prisms. Understand that the volume of a three dimensional figure can be found by counting the total number of same-sized cubic units that fill a shape without gaps or overlaps. Use cubic units to label volume measurements. Develop and use the formulas V = ?wh and V = Bh to determine the volume of rectangular prisms. Justify why base area B and height h are multiplied to find the volume of a ectangular prism by breaking the prism into layers of unit cubes. Explain patterns in products and quotients when numbers are multiplied by 1,000, 100, 10, 0.1, and 0.01 and/or divided by 10 and 100. Given a conversion chart, use multiplicative reasoning to solve one-step conversion problems within a given measurement system. Solve word problems involving multiplication of a fraction by a whole number. Know relative sizes of measurement units. Solve problems involving metric measurement. Measure to solve problems involving metric units: centimeter, meter, gram, kilogram, Liter, milliliter. Add, subtract, multiply, and divide to solve one-step word problems involving whole-number measurements of length, mass, and capacity that are given in metric units. Use multiplicative reasoning to convert metric measurements from a larger unit to a smaller unit using place value understanding, two-column tables, and length models. Know relative sizes of measurement units within one system of units. Convert measurements in a larger unit in terms of a smaller unit. Use the four operations to solve problems involving distances, intervals of time, liquid volume, weight of objects and money. Evaluate the value of powers of 10 and understand the relationship to the place value system. Convert measurements of capacity, length and weight within a given measurement system. Solve multi-step problems that require measurement conversions. I28: Time to the Quarter Hour I29: Telling Time I30: Units of Time Curriculum Standards: Use the four operations to solve problems involving time. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Solve word problems involving multiplication of a fraction by a whole number by using visual fraction models and equations to represent the problem (e.g., If each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?). Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Use tables, bar graphs, timelines and Venn diagrams to display data sets. The data may include fractions or decimals. Understand that spreadsheet tables and graphs can be used to display data. Solve problems involving the conversion of one measure of time to another. Model and explain how fractions can be represented by multiplying a whole number by a unit fraction, using this understanding to multiply a whole number by any fraction less than one. Solve word problems involving multiplication of a fraction by a whole number. Add, subtract, multiply, and divide to solve one-step word problems involving whole-number measurements of length, mass, and capacity that are given in metric units. Solve word problems involving addition and subtraction of time intervals that cross the hour. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Solve problems involving multiplication of a fraction by a whole number. Know relative sizes of measurement units within one system of units. Use the four operations to solve problems involving distances, intervals of time, liquid volume, weight of objects and money. I31: Elapsed Time Curriculum Standards: Use the four operations to solve problems involving time. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Solve word problems involving multiplication of a fraction by a whole number by using visual fraction models and equations to represent the problem (e.g., If each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?). Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Use tables, bar graphs, timelines and Venn diagrams to display data sets. The data may include fractions or decimals. Understand that spreadsheet tables and graphs can be used to display data. Solve problems involving the conversion of one measure of time to another. Model and explain how fractions can be represented by multiplying a whole number by a unit fraction, using this understanding to multiply a whole number by any fraction less than one. Solve word problems involving multiplication of a fraction by a whole number. Add, subtract, multiply, and divide to solve one-step word problems involving whole-number measurements of length, mass, and capacity that are given in metric units. Solve word problems involving addition and subtraction of time intervals that cross the hour. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Solve problems involving multiplication of a fraction by a whole number. Know relative sizes of measurement units within one system of units. Use the four operations to solve problems involving distances, intervals of time, liquid volume, weight of objects and money. I32: Converting Customary Units of Length Curriculum Standards: Recognize the relative size of customary units of length and convert from a larger unit to a smaller unit. Convert customary units of length. Solve real-world problems with measurement conversions. Recognize the relative size of customary units of capacity and convert from a larger unit to a smaller unit. Recognize the relative size of customary units of weight and convert from a larger unit to a smaller unit. Fluently multiply multi-digit whole numbers using the standard algorithm. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m) and use these conversions in solving multi-step, real-world problems. The student will given the equivalent measure of one unit, identify equivalent measurements within the metric system. The student will solve practical problems involving length, mass, and liquid volume using metric units. Find whole-number quotients of whole numbers with up to four-digit dividends and two- digit divisors, using strategies based on place value, the properties of operations and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Understand the fraction a/b, with a > 1, as the sum of a of the fractions 1/b. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators by using visual fraction models and equations to represent the problem. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Solve word problems involving multiplication of a fraction by a whole number by using visual fraction models and equations to represent the problem (e.g., If each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?). Know relative sizes of measurement units within a system of units, including the metric system (km, m, cm; kg, g; l, ml), the standard system (lb, oz), and time (hr, min, sec.). Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two- column table. (e.g., Know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...) Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. The student will given the equivalent measure of one unit, identify equivalent measures of length, weight/mass, and liquid volume between units within the U.S. Customary system. The student will solve practical problems that involve length, weight/mass, and liquid volume in U.S. Customary units. Use various tools and strategies to measure the volume and surface area of objects that are shaped like rectangular prisms. Understand that the volume of a three dimensional figure can be found by counting the total number of same-sized cubic units that fill a shape without gaps or overlaps. Use cubic units to label volume measurements. Develop and use the formulas V = ?wh and V = Bh to determine the volume of rectangular prisms. Justify why base area B and height h are multiplied to find the volume of a ectangular prism by breaking the prism into layers of unit cubes. Recognize and use the relationship between inches, feet, and yards to measure and compare objects. Recognize and use the relationship between millimeters, centimeters, and meters to measure and compare objects. Understand and justify decompositions of fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100. Add and subtract fractions, including mixed numbers with like denominators, by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. Solve word problems involving addition and subtraction of fractions, including mixed numbers by writing equations from a visual representation of the problem. Model and explain how fractions can be represented by multiplying a whole number by a unit fraction, using this understanding to multiply a whole number by any fraction less than one. Solve word problems involving multiplication of a fraction by a whole number. Know relative sizes of measurement units. Solve problems involving metric measurement. Demonstrate fluency with the multiplication of two whole numbers up to a three- digit number by a two-digit number using the standard algorithm. Given a conversion chart, use multiplicative reasoning to solve one-step conversion problems within a given measurement system. Find quotients with remainders when dividing whole numbers with up to four-digit dividends and two- digit divisors using rectangular arrays, area models, repeated subtraction, partial quotients, and/or the relationship between multiplication and division. Use models to make connections and develop the algorithm. Solve problems involving adding and subtracting fractions and mixed numbers with like denominators. Solve problems involving multiplication of a fraction by a whole number. Know relative sizes of measurement units within one system of units. Convert measurements in a larger unit in terms of a smaller unit. Use the four operations to solve problems involving distances, intervals of time, liquid volume, weight of objects and money. Convert measurements of capacity, length and weight within a given measurement system. Solve multi-step problems that require measurement conversions. Multiply multi-digit whole numbers and decimals to the hundredths place, and justify the solution. I33: Converting Customary Units of Capacity Curriculum Standards: Recognize the relative size of customary units of length and convert from a larger unit to a smaller unit. Convert customary units of capacity. Solve real-world problems with measurement conversions. Recognize the relative size of customary units of capacity and convert from a larger unit to a smaller unit. Recognize the relative size of customary units of weight and convert from a larger unit to a smaller unit. Fluently multiply multi-digit whole numbers using the standard algorithm. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m) and use these conversions in solving multi-step, real-world problems. The student will given the equivalent measure of one unit, identify equivalent measurements within the metric system. The student will solve practical problems involving length, mass, and liquid volume using metric units. Find whole-number quotients of whole numbers with up to four-digit dividends and two- digit divisors, using strategies based on place value, the properties of operations and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Understand the fraction a/b, with a > 1, as the sum of a of the fractions 1/b. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators by using visual fraction models and equations to represent the problem. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Solve word problems involving multiplication of a fraction by a whole number by using visual fraction models and equations to represent the problem (e.g., If each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?). Know relative sizes of measurement units within a system of units, including the metric system (km, m, cm; kg, g; l, ml), the standard system (lb, oz), and time (hr, min, sec.). Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two- column table. (e.g., Know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...) Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. The student will given the equivalent measure of one unit, identify equivalent measures of length, weight/mass, and liquid volume between units within the U.S. Customary system. The student will solve practical problems that involve length, weight/mass, and liquid volume in U.S. Customary units. Use various tools and strategies to measure the volume and surface area of objects that are shaped like rectangular prisms. Understand that the volume of a three dimensional figure can be found by counting the total number of same-sized cubic units that fill a shape without gaps or overlaps. Use cubic units to label volume measurements. Develop and use the formulas V = ?wh and V = Bh to determine the volume of rectangular prisms. Justify why base area B and height h are multiplied to find the volume of a ectangular prism by breaking the prism into layers of unit cubes. Recognize and use the relationship between inches, feet, and yards to measure and compare objects. Recognize and use the relationship between millimeters, centimeters, and meters to measure and compare objects. Understand and justify decompositions of fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100. Add and subtract fractions, including mixed numbers with like denominators, by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. Solve word problems involving addition and subtraction of fractions, including mixed numbers by writing equations from a visual representation of the problem. Model and explain how fractions can be represented by multiplying a whole number by a unit fraction, using this understanding to multiply a whole number by any fraction less than one. Solve word problems involving multiplication of a fraction by a whole number. Know relative sizes of measurement units. Solve problems involving metric measurement. Demonstrate fluency with the multiplication of two whole numbers up to a three- digit number by a two-digit number using the standard algorithm. Given a conversion chart, use multiplicative reasoning to solve one-step conversion problems within a given measurement system. Find quotients with remainders when dividing whole numbers with up to four-digit dividends and two- digit divisors using rectangular arrays, area models, repeated subtraction, partial quotients, and/or the relationship between multiplication and division. Use models to make connections and develop the algorithm. Solve problems involving adding and subtracting fractions and mixed numbers with like denominators. Solve problems involving multiplication of a fraction by a whole number. Know relative sizes of measurement units within one system of units. Convert measurements in a larger unit in terms of a smaller unit. Use the four operations to solve problems involving distances, intervals of time, liquid volume, weight of objects and money. Convert measurements of capacity, length and weight within a given measurement system. Solve multi-step problems that require measurement conversions. Multiply multi-digit whole numbers and decimals to the hundredths place, and justify the solution. I34: Converting Customary Units of Weight Curriculum Standards: Recognize the relative size of customary units of length and convert from a larger unit to a smaller unit. Convert Customary Units of weight. Solve real-world problems with measurement conversions. Recognize the relative size of customary units of capacity and convert from a larger unit to a smaller unit. Recognize the relative size of customary units of weight and convert from a larger unit to a smaller unit. Fluently multiply multi-digit whole numbers using the standard algorithm. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m) and use these conversions in solving multi-step, real-world problems. The student will given the equivalent measure of one unit, identify equivalent measurements within the metric system. The student will solve practical problems involving length, mass, and liquid volume using metric units. Find whole-number quotients of whole numbers with up to four-digit dividends and two- digit divisors, using strategies based on place value, the properties of operations and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Understand the fraction a/b, with a > 1, as the sum of a of the fractions 1/b. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators by using visual fraction models and equations to represent the problem. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Solve word problems involving multiplication of a fraction by a whole number by using visual fraction models and equations to represent the problem (e.g., If each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?). Know relative sizes of measurement units within a system of units, including the metric system (km, m, cm; kg, g; l, ml), the standard system (lb, oz), and time (hr, min, sec.). Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two- column table. (e.g., Know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...) Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. The student will given the equivalent measure of one unit, identify equivalent measures of length, weight/mass, and liquid volume between units within the U.S. Customary system. The student will solve practical problems that involve length, weight/mass, and liquid volume in U.S. Customary units. Use various tools and strategies to measure the volume and surface area of objects that are shaped like rectangular prisms. Understand that the volume of a three dimensional figure can be found by counting the total number of same-sized cubic units that fill a shape without gaps or overlaps. Use cubic units to label volume measurements. Develop and use the formulas V = ?wh and V = Bh to determine the volume of rectangular prisms. Justify why base area B and height h are multiplied to find the volume of a ectangular prism by breaking the prism into layers of unit cubes. Recognize and use the relationship between inches, feet, and yards to measure and compare objects. Recognize and use the relationship between millimeters, centimeters, and meters to measure and compare objects. Understand and justify decompositions of fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100. Add and subtract fractions, including mixed numbers with like denominators, by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. Solve word problems involving addition and subtraction of fractions, including mixed numbers by writing equations from a visual representation of the problem. Model and explain how fractions can be represented by multiplying a whole number by a unit fraction, using this understanding to multiply a whole number by any fraction less than one. Solve word problems involving multiplication of a fraction by a whole number. Know relative sizes of measurement units. Solve problems involving metric measurement. Demonstrate fluency with the multiplication of two whole numbers up to a three- digit number by a two-digit number using the standard algorithm. Given a conversion chart, use multiplicative reasoning to solve one-step conversion problems within a given measurement system. Find quotients with remainders when dividing whole numbers with up to four-digit dividends and two- digit divisors using rectangular arrays, area models, repeated subtraction, partial quotients, and/or the relationship between multiplication and division. Use models to make connections and develop the algorithm. Solve problems involving adding and subtracting fractions and mixed numbers with like denominators. Solve problems involving multiplication of a fraction by a whole number. Know relative sizes of measurement units within one system of units. Convert measurements in a larger unit in terms of a smaller unit. Use the four operations to solve problems involving distances, intervals of time, liquid volume, weight of objects and money. Multiply multi-digit whole numbers and decimals to the hundredths place, and justify the solution. Divide multi-digit whole numbers and decimals to the hundredths place using up to two-digit divisors and four-digit dividends, and justify the solution. Convert measurements of capacity, length and weight within a given measurement system. Solve multi-step problems that require measurement conversions. I35: Converting Metric Units Curriculum Standards: Recognize the relative size of metric units of length and convert from a larger unit to a smaller unit. Convert metric units of length. Convert metric units of capacity. Convert metric units of mass. Solve real-world problems with measurement conversions. Fluently multiply multi- digit whole numbers using the standard algorithm. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m) and use these conversions in solving multi-step, real-world problems. The student will given the equivalent measure of one unit, identify equivalent measurements within the metric system. The student will solve practical problems involving length, mass, and liquid volume using metric units. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Know relative sizes of measurement units within a system of units, including the metric system (km, m, cm; kg, g; l, ml), the standard system (lb, oz), and time (hr, min, sec.). Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. (e.g., Know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...) Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Use various tools and strategies to measure the volume and surface area of objects that are shaped like rectangular prisms. Understand that the volume of a three dimensional figure can be found by counting the total number of same-sized cubic units that fill a shape without gaps or overlaps. Use cubic units to label volume measurements. Develop and use the formulas V = ?wh and V = Bh to determine the volume of rectangular prisms. Justify why base area B and height h are multiplied to find the volume of a ectangular prism by breaking the prism into layers of unit cubes. Recognize and use the relationship between inches, feet, and yards to measure and compare objects. Recognize and use the relationship between millimeters, centimeters, and meters to measure and compare objects. Demonstrate fluency with the multiplication of two whole numbers up to a three- digit number by a two-digit number using the standard algorithm. Given a conversion chart, use multiplicative reasoning to solve one-step conversion problems within a given measurement system. Explain patterns in products and quotients when numbers are multiplied by 1,000, 100, 10, 0.1, and 0.01 and/or divided by 10 and 100. Solve word problems involving multiplication of a fraction by a whole number. Know relative sizes of measurement units. Solve problems involving metric measurement. Measure to solve problems involving metric units: centimeter, meter, gram, kilogram, Liter, milliliter. Add, subtract, multiply, and divide to solve one-step word problems involving whole-number measurements of length, mass, and capacity that are given in metric units. Use multiplicative reasoning to convert metric measurements from a larger unit to a smaller unit using place value understanding, two-column tables, and length models. Know relative sizes of measurement units within one system of units. Convert measurements in a larger unit in terms of a smaller unit. Use the four operations to solve problems involving distances, intervals of time, liquid volume, weight of objects and money. Evaluate the value of powers of 10 and understand the relationship to the place value system. Convert measurements of capacity, length and weight within a given measurement system. Solve multi-step problems that require measurement conversions. Multiply multi-digit whole numbers and decimals to the hundredths place, and justify the solution. I36: Converting Between Measurement Systems I37: Units of Measure and Precision I38: More Units of Time I39: More Elapsed Time I40: Elapsed Time in Other Units I41: Perimeter I42: Exploring Area I43: Finding Area on a Grid I44: More Perimeter Curriculum Standards: Find the unknown length or width of a rectangle using the known area or perimeter. Multiply a whole number of up to four digits by a one-digit whole number, multiply two two-digit numbers, using strategies based on place value and the properties of operations and illustrate and explain the calculation by using equations, rectangular arrays and/or area models. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Solve word problems involving multiplication of a fraction by a whole number by using visual fraction models and equations to represent the problem (e.g., If each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?). Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Apply the area and perimeter formulas for rectangles in real world and mathematical problems by viewing the area formula as a multiplication equation with an unknown factor. (e.g., find the width of a rectangular room given the area of the flooring and the length.) The student will solve practical problems that involve determining perimeter and area in U.S. Customary and metric units. Understand that the area of a two-dimensional figure can be found by counting the total number of same size square units that cover a shape without gaps or overlaps. Justify why length and width are multiplied to find the area of a rectangle by breaking the rectangle into one unit by one unit squares and viewing these as grouped into rows and columns. Find the areas of geometric figures and real-world objects that can be divided into rectangular shapes. Use square units to label area measurements. Solve word problems involving multiplication of a fraction by a whole number. Add, subtract, multiply, and divide to solve one-step word problems involving whole-number measurements of length, mass, and capacity that are given in metric units. Solve problems with area and perimeter. Find areas of rectilinear figures with known side lengths. Solve problems involving a fixed area and varying perimeters and a fixed perimeter and varying areas. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. Apply the area and perimeter formulas for rectangles to solve problems. I45: Area of Rectangles and Squares Curriculum Standards: Find the unknown length or width of a rectangle using the known area or perimeter. Multiply a whole number of up to four digits by a one-digit whole number, multiply two two-digit numbers, using strategies based on place value and the properties of operations and illustrate and explain the calculation by using equations, rectangular arrays and/or area models. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Solve word problems involving multiplication of a fraction by a whole number by using visual fraction models and equations to represent the problem (e.g., If each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?). Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Apply the area and perimeter formulas for rectangles in real world and mathematical problems by viewing the area formula as a multiplication equation with an unknown factor. (e.g., find the width of a rectangular room given the area of the flooring and the length.) The student will solve practical problems that involve determining perimeter and area in U.S. Customary and metric units. Understand that the area of a two-dimensional figure can be found by counting the total number of same size square units that cover a shape without gaps or overlaps. Justify why length and width are multiplied to find the area of a rectangle by breaking the rectangle into one unit by one unit squares and viewing these as grouped into rows and columns. Find the areas of geometric figures and real-world objects that can be divided into rectangular shapes. Use square units to label area measurements. Solve word problems involving multiplication of a fraction by a whole number. Add, subtract, multiply, and divide to solve one-step word problems involving whole-number measurements of length, mass, and capacity that are given in metric units. Solve problems with area and perimeter. Find areas of rectilinear figures with known side lengths. Solve problems involving a fixed area and varying perimeters and a fixed perimeter and varying areas. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. Apply the area and perimeter formulas for rectangles to solve problems. I46: Area of Irregular Figures I47: Rectangles with the Same Area or Perimeter Curriculum Standards: Find the unknown length or width of a rectangle using the known area or perimeter. Multiply a whole number of up to four digits by a one-digit whole number, multiply two two-digit numbers, using strategies based on place value and the properties of operations and illustrate and explain the calculation by using equations, rectangular arrays and/or area models. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Solve word problems involving multiplication of a fraction by a whole number by using visual fraction models and equations to represent the problem (e.g., If each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?). Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Apply the area and perimeter formulas for rectangles in real world and mathematical problems by viewing the area formula as a multiplication equation with an unknown factor. (e.g., find the width of a rectangular room given the area of the flooring and the length.) The student will solve practical problems that involve determining perimeter and area in U.S. Customary and metric units. Understand that the area of a two-dimensional figure can be found by counting the total number of same size square units that cover a shape without gaps or overlaps. Justify why length and width are multiplied to find the area of a rectangle by breaking the rectangle into one unit by one unit squares and viewing these as grouped into rows and columns. Find the areas of geometric figures and real-world objects that can be divided into rectangular shapes. Use square units to label area measurements. Solve word problems involving multiplication of a fraction by a whole number. Add, subtract, multiply, and divide to solve one-step word problems involving whole-number measurements of length, mass, and capacity that are given in metric units. Solve problems with area and perimeter. Find areas of rectilinear figures with known side lengths. Solve problems involving a fixed area and varying perimeters and a fixed perimeter and varying areas. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. Apply the area and perimeter formulas for rectangles to solve problems. I48: Area of Parallelograms I49: Area of Triangles I50: Circumference I51: Area of a Circle I52: Surface Area of Rectangular Prisms I53: Surface Area I54: Counting Cubes to Find Volume Curriculum Standards: Find the volume of solid figures. Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume and can be used to measure volume. Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A solid figure which can be packed without gaps or overlaps using b unit cubes is said to have a volume of b cubic units. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. The student will solve practical problems that involve perimeter, area, and volume in standard units of measure. Use various tools and strategies to measure the volume and surface area of objects that are shaped like rectangular prisms. Understand that the volume of a three dimensional figure can be found by counting the total number of same-sized cubic units that fill a shape without gaps or overlaps. Use cubic units to label volume measurements. Develop and use the formulas V = ?wh and V = Bh to determine the volume of rectangular prisms. Justify why base area B and height h are multiplied to find the volume of a ectangular prism by breaking the prism into layers of unit cubes. Recognize that the volume of rectangular prisms can be determined by the number of cubes (n) and by the product of the dimensions of the prism (a × b × c = n). Know that rectangular prisms of different dimensions (p, q, and r) can have the same volume if a × b × c = p × q × r = n. Recognize volume as an attribute of solid figures and measure volume by counting unit cubes, using cubic centimeters, cubic inches, cubic feet, and improvised units. Understand the concept of volume and recognize that volume is measured in cubic units. Describe a cube with edge length 1 unit as a “unit cube” and is said to have “one cubic unit” of volume and can be used to measure volume. Understand that the volume of a right rectangular prism can be found by stacking multiple layers of the base. Analyze and describe the properties of prisms and pyramids. I55: Measuring Volume Curriculum Standards: Find the volume of prisms in different ways. Find the volume of rectangular prisms using a formula. Relate volume to the operations of multiplication and addition and solve real-world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes (e.g., to represent the associative property of multiplication). Relate volume to the operations of multiplication and addition and solve real-world and mathematical problems involving volume. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole number edge lengths in the context of solving real-world and mathematical problems. The student will solve practical problems that involve perimeter, area, and volume in standard units of measure. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. Use various tools and strategies to measure the volume and surface area of objects that are shaped like rectangular prisms. Understand that the volume of a three dimensional figure can be found by counting the total number of same-sized cubic units that fill a shape without gaps or overlaps. Use cubic units to label volume measurements. Develop and use the formulas V = ?wh and V = Bh to determine the volume of rectangular prisms. Justify why base area B and height h are multiplied to find the volume of a ectangular prism by breaking the prism into layers of unit cubes. Recognize that the volume of rectangular prisms can be determined by the number of cubes (n) and by the product of the dimensions of the prism (a × b × c = n). Know that rectangular prisms of different dimensions (p, q, and r) can have the same volume if a × b × c = p × q × r = n. Relate volume to the operations of multiplication and addition. Find the volume of a rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths. Build understanding of the volume formula for rectangular prisms with whole-number edge lengths in the context of solving problems. Recognize volume as an attribute of solid figures and measure volume by counting unit cubes, using cubic centimeters, cubic inches, cubic feet, and improvised units. Understand the concept of volume and recognize that volume is measured in cubic units. Understand that the volume of a right rectangular prism can be found by stacking multiple layers of the base. Apply the formulas V = l × w × h and V = B × h for volume of right rectangular prisms with whole-number edge lengths. I56: Comparing Volume and Surface Area I57: Recording Data from a Survey I58: Reading and Making Pictographs I59: Reading and Making a Bar Graph I60: Making Line Plots Curriculum Standards: Represent data using line plots and interpret data in line plots to solve problems. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots (e.g., from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection). Use tables, bar graphs, timelines and Venn diagrams to display data sets. The data may include fractions or decimals. Understand that spreadsheet tables and graphs can be used to display data. Represent data on a frequency table or line plot marked with whole numbers and fractions using appropriate titles, labels, and units. Solve one- and two-step problems using data in whole number, decimal, or fraction form in a frequency table and line plot. Explain why a fraction is equivalent to another fraction by using area and length fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Represent and interpret data using whole numbers. Collect data by asking a question that yields numerical data. Make a representation of data and interpret data in a frequency table, scaled bar graph, and/or line plot. Determine whether a survey question will yield categorical or numerical data. Recognize and generate equivalent fractions. Solve problems involving multiplication of a fraction by a whole number. Create a frequency table and/or line plot to display measurement data. Solve problems involving addition and subtraction by using information presented in a data display. Analyze the data in a frequency table, line plot, bar graph or picture graph. I61: Interpreting Graphs I62: Stem-and-Leaf Plots I63: Histograms I64: Finding the Mean I65: Median, Mode, and Range I66: Scatterplots I67: Measuring Capacity or Weight I68: Solving Problems with Units of Time I69: Making Dot Plots Curriculum Standards: Represent data using line plots and interpret data in line plots to solve problems. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots (e.g., from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection). Use tables, bar graphs, timelines and Venn diagrams to display data sets. The data may include fractions or decimals. Understand that spreadsheet tables and graphs can be used to display data. Represent data on a frequency table or line plot marked with whole numbers and fractions using appropriate titles, labels, and units. Solve one- and two-step problems using data in whole number, decimal, or fraction form in a frequency table and line plot. Explain why a fraction is equivalent to another fraction by using area and length fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Represent and interpret data using whole numbers. Collect data by asking a question that yields numerical data. Make a representation of data and interpret data in a frequency table, scaled bar graph, and/or line plot. Determine whether a survey question will yield categorical or numerical data. Recognize and generate equivalent fractions. Solve problems involving multiplication of a fraction by a whole number. Create a frequency table and/or line plot to display measurement data. Solve problems involving addition and subtraction by using information presented in a data display. Analyze the data in a frequency table, line plot, bar graph or picture graph. I70: Converting Units I71: Line Plots Curriculum Standards: Read and interpret data using line plots. Represent data using line plots and interpret data in line plots to solve problems. Solve problems involving line plots and fractions. Read and analyze line plots. Organize and display data in a line plot. Solve problems using data in a line plot. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers (e.g., recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2). Solve real-world problems involving multiplication of fractions and mixed numbers by using visual fraction models or equations to represent the problem. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. (e.g., Given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally). The student, given a practical problem, will interpret data represented in line plots and stem-and-leaf plots. The student, given a practical problem, will represent data in line plots and stem-and-leaf plots. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots (e.g., from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection). Understand the fraction a/b, with a > 1, as the sum of a of the fractions 1/b. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators by using visual fraction models and equations to represent the problem. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Develop and use formulas to determine the area of triangles, parallelograms and figures that can be decomposed into triangles. Use various tools and strategies to measure the volume and surface area of objects that are shaped like rectangular prisms. Understand that the volume of a three dimensional figure can be found by counting the total number of same-sized cubic units that fill a shape without gaps or overlaps. Use cubic units to label volume measurements. Develop and use the formulas V = ?wh and V = Bh to determine the volume of rectangular prisms. Justify why base area B and height h are multiplied to find the volume of a ectangular prism by breaking the prism into layers of unit cubes. Create and analyze double-bar graphs and line graphs by applying understanding of whole numbers, fractions and decimals. Know how to create spreadsheet tables and graphs to display data. Use tables, bar graphs, timelines and Venn diagrams to display data sets. The data may include fractions or decimals. Understand that spreadsheet tables and graphs can be used to display data. Add and subtract fractions with like and unlike denominators, mixed numbers, and decimals, using efficient and generalizable procedures, including but not limited to standard algorithms in order to solve real-world and mathematical problems including those involving money, measurement, geometry, and data. Represent data on a frequency table or line plot marked with whole numbers and fractions using appropriate titles, labels, and units. Solve one- and two-step problems using data in whole number, decimal, or fraction form in a frequency table and line plot. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. Solve one- and two-step word problems in context using area and length models to develop the algorithm. Represent the word problem in an equation. Solve one-step word problems involving multiplication of fractions using models to develop the algorithm. Represent and interpret data. Collect data by asking a question that yields data that changes over time. Make and interpret a representation of data using a line graph. Determine whether a survey question will yield categorical or numerical data, or data that changes over time. Represent and interpret data using whole numbers. Collect data by asking a question that yields numerical data. Make a representation of data and interpret data in a frequency table, scaled bar graph, and/or line plot. Determine whether a survey question will yield categorical or numerical data. Understand and justify decompositions of fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100. Add and subtract fractions, including mixed numbers with like denominators, by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. Solve word problems involving addition and subtraction of fractions, including mixed numbers by writing equations from a visual representation of the problem. Explain why a fraction is equivalent to another fraction by using area and length fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Solve problems involving multiplication of a fraction by a whole number. Solve problems involving addition and subtraction by using information presented in a data display. Analyze the data in a frequency table, line plot, bar graph or picture graph. Recognize and generate equivalent fractions. Create a frequency table and/or line plot to display measurement data. Solve problems involving adding and subtracting fractions and mixed numbers with like denominators. Create a line graph to represent a data set, and analyze the data to answer questions and solve problems. Create a line plot to represent a given or generated data set, and analyze the data to answer questions and solve problems, recognizing the outliers and generating the median. Solve problems involving addition and subtraction of fractions and mixed numbers with unlike denominators, and justify the solution. Extend the concept of multiplication to multiply a fraction or whole number by a fraction. Solve and justify multi-step problems involving variables, whole numbers, fractions and decimals. I72: Combining Volumes Curriculum Standards: Find the volume of a solid figure that is the combination of two or more rectangular prisms. Use models, prior knowledge of volumes, and previously learned strategies to solve word problems involving volume. Relate volume to the operations of multiplication and addition and solve real-world and mathematical problems involving volume. Recognize volume as additive and find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real-world problems. The student will solve practical problems that involve perimeter, area, and volume in standard units of measure. Use various tools and strategies to measure the volume and surface area of objects that are shaped like rectangular prisms. Understand that the volume of a three dimensional figure can be found by counting the total number of same-sized cubic units that fill a shape without gaps or overlaps. Use cubic units to label volume measurements. Develop and use the formulas V = ?wh and V = Bh to determine the volume of rectangular prisms. Justify why base area B and height h are multiplied to find the volume of a ectangular prism by breaking the prism into layers of unit cubes. Recognize that the volume of rectangular prisms can be determined by the number of cubes (n) and by the product of the dimensions of the prism (a × b × c = n). Know that rectangular prisms of different dimensions (p, q, and r) can have the same volume if a × b × c = p × q × r = n. Relate volume to the operations of multiplication and addition. Find volume of solid figures with one-digit dimensions composed of two non-overlapping rectangular prisms. Apply the formulas V = l × w × h and V = B × h for volume of right rectangular prisms with whole-number edge lengths. I73: Polygons on the Coordinate Plane I74: Statistical Questions I75: Box Plots I76: Measures of Variability I77: Appropriate Use of Statistical Measures I78: Summarize Data Distributions Booklet J: Problem Solving in Grades 4-6 J1: Analyze Given Information Curriculum Standards: Solve real-world problems with measurement conversions. Fluently multiply multi-digit whole numbers using the standard algorithm. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m) and use these conversions in solving multi-step, real-world problems. The student will given the equivalent measure of one unit, identify equivalent measurements within the metric system. The student will solve practical problems involving length, mass, and liquid volume using metric units. Use various tools and strategies to measure the volume and surface area of objects that are shaped like rectangular prisms. Understand that the volume of a three dimensional figure can be found by counting the total number of same-sized cubic units that fill a shape without gaps or overlaps. Use cubic units to label volume measurements. Develop and use the formulas V = ?wh and V = Bh to determine the volume of rectangular prisms. Justify why base area B and height h are multiplied to find the volume of a ectangular prism by breaking the prism into layers of unit cubes. Recognize and use the relationship between inches, feet, and yards to measure and compare objects. Recognize and use the relationship between millimeters, centimeters, and meters to measure and compare objects. Demonstrate fluency with the multiplication of two whole numbers up to a three-digit number by a two-digit number using the standard algorithm. Given a conversion chart, use multiplicative reasoning to solve one-step conversion problems within a given measurement system. Multiply multi-digit whole numbers and decimals to the hundredths place, and justify the solution. Convert measurements of capacity, length and weight within a given measurement system. Solve multi-step problems that require measurement conversions. J2: Two-Step Problems Curriculum Standards: Solve two-step problems by finding and solving the hidden question first. Interpret a multiplication equation as a comparison (e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5). Represent verbal statements of multiplicative comparisons as multiplication equations. Multiply or divide to solve word problems involving multiplicative comparison (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem) and distinguish multiplicative comparison from additive comparison. Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Multiply a whole number of up to four digits by a one-digit whole number, multiply two two-digit numbers, using strategies based on place value and the properties of operations and illustrate and explain the calculation by using equations, rectangular arrays and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays and/or area models. The student will recognize and demonstrate the meaning of equality in an equation. Solve multi-step real- world and mathematical problems requiring the use of addition, subtraction and multiplication of multi- digit whole numbers. Use various strategies, including the relationship between operations, the use of technology, and the context of the problem to assess the reasonableness of results. Understand how to interpret number sentences involving multiplication, division and unknowns. Use real-world situations involving multiplication or division to represent number sentences. Use multiplication, division and unknowns to represent a given problem situation using a number sentence. Use number sense, properties of multiplication, and the relationship between multiplication and division to find values for the unknowns that make the number sentences true. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction, and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of appropriate technology, and the context of the problem to assess the reasonableness of results. Use number sense, properties of multiplication and the relationship between multiplication and division to solve problems and find values for the unknowns represented by letters and symbols that make number sentences true. Solve for unknowns in problems by solving open sentences (equations) and other problems involving addition, subtraction, multiplication, or division with whole numbers. Use real-world situations to represent number sentences and vice versa. Interpret a multiplication equation as a comparison. Multiply or divide to solve word problems involving multiplicative comparisons using models and equations with a symbol for the unknown number. Distinguish multiplicative comparison from additive comparison. Solve two-step word problems involving the four operations with whole numbers. Use estimation strategies to assess reasonableness of answers. Represent problems using equations with a letter standing for the unknown quantity. Multiply a whole number of up to three digits by a one-digit whole number, and multiply up to two two-digit numbers with place value understanding using area models, partial products, and the properties of operations. Use models to make connections and develop the algorithm. Find whole-number quotients and remainders with up to three-digit dividends and one-digit divisors with place value understanding using rectangular arrays, area models, repeated subtraction, partial quotients, properties of operations, and/or Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, and justify the solution. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, and justify the solution. Multiply or divide to solve problems involving a multiplicative comparison. Solve multi-step whole number problems involving the four operations and variables and using estimation to interpret the reasonableness of the answer. Solve whole number division problems involving variables in which remainders need to be interpreted, and justify the solution. J3: Multi-Step Problems Curriculum Standards: Solve multi-step problems by finding and solving hidden questions first. Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Multiply a whole number of up to four digits by a one-digit whole number, multiply two two-digit numbers, using strategies based on place value and the properties of operations and illustrate and explain the calculation by using equations, rectangular arrays and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays and/or area models. The student will recognize and demonstrate the meaning of equality in an equation. Solve multi-step real- world and mathematical problems requiring the use of addition, subtraction and multiplication of multi- digit whole numbers. Use various strategies, including the relationship between operations, the use of technology, and the context of the problem to assess the reasonableness of results. Understand how to interpret number sentences involving multiplication, division and unknowns. Use real-world situations involving multiplication or division to represent number sentences. Use multiplication, division and unknowns to represent a given problem situation using a number sentence. Use number sense, properties of multiplication, and the relationship between multiplication and division to find values for the unknowns that make the number sentences true. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction, and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of appropriate technology, and the context of the problem to assess the reasonableness of results. Use number sense, properties of multiplication and the relationship between multiplication and division to solve problems and find values for the unknowns represented by letters and symbols that make number sentences true. Solve for unknowns in problems by solving open sentences (equations) and other problems involving addition, subtraction, multiplication, or division with whole numbers. Use real-world situations to represent number sentences and vice versa. Solve two-step word problems involving the four operations with whole numbers. Use estimation strategies to assess reasonableness of answers. Represent problems using equations with a letter standing for the unknown quantity. Multiply a whole number of up to three digits by a one-digit whole number, and multiply up to two two-digit numbers with place value understanding using area models, partial products, and the properties of operations. Use models to make connections and develop the algorithm. Find whole-number quotients and remainders with up to three-digit dividends and one-digit divisors with place value understanding using rectangular arrays, area models, repeated subtraction, partial quotients, properties of operations, and/or Multiply a whole number of up to four digits by a one-digit whole number and multiply two two- digit numbers, and justify the solution. Find whole-number quotients and remainders with up to four- digit dividends and one-digit divisors, and justify the solution. Solve multi-step whole number problems involving the four operations and variables and using estimation to interpret the reasonableness of the answer. Solve whole number division problems involving variables in which remainders need to be interpreted, and justify the solution. J4: Two-Step Problems Curriculum Standards: Solve two-step problems by finding and solving the hidden question first. Interpret a multiplication equation as a comparison (e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5). Represent verbal statements of multiplicative comparisons as multiplication equations. Multiply or divide to solve word problems involving multiplicative comparison (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem) and distinguish multiplicative comparison from additive comparison. Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Multiply a whole number of up to four digits by a one-digit whole number, multiply two two-digit numbers, using strategies based on place value and the properties of operations and illustrate and explain the calculation by using equations, rectangular arrays and/or area models. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays and/or area models. The student will recognize and demonstrate the meaning of equality in an equation. Solve multi-step real- world and mathematical problems requiring the use of addition, subtraction and multiplication of multi- digit whole numbers. Use various strategies, including the relationship between operations, the use of technology, and the context of the problem to assess the reasonableness of results. Understand how to interpret number sentences involving multiplication, division and unknowns. Use real-world situations involving multiplication or division to represent number sentences. Use multiplication, division and unknowns to represent a given problem situation using a number sentence. Use number sense, properties of multiplication, and the relationship between multiplication and division to find values for the unknowns that make the number sentences true. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction, and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of appropriate technology, and the context of the problem to assess the reasonableness of results. Use number sense, properties of multiplication and the relationship between multiplication and division to solve problems and find values for the unknowns represented by letters and symbols that make number sentences true. Solve for unknowns in problems by solving open sentences (equations) and other problems involving addition, subtraction, multiplication, or division with whole numbers. Use real-world situations to represent number sentences and vice versa. Interpret a multiplication equation as a comparison. Multiply or divide to solve word problems involving multiplicative comparisons using models and equations with a symbol for the unknown number. Distinguish multiplicative comparison from additive comparison. Solve two-step word problems involving the four operations with whole numbers. Use estimation strategies to assess reasonableness of answers. Represent problems using equations with a letter standing for the unknown quantity. Multiply a whole number of up to three digits by a one-digit whole number, and multiply up to two two-digit numbers with place value understanding using area models, partial products, and the properties of operations. Use models to make connections and develop the algorithm. Find whole-number quotients and remainders with up to three-digit dividends and one-digit divisors with place value understanding using rectangular arrays, area models, repeated subtraction, partial quotients, properties of operations, and/or Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, and justify the solution. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, and justify the solution. Multiply or divide to solve problems involving a multiplicative comparison. Solve multi-step whole number problems involving the four operations and variables and using estimation to interpret the reasonableness of the answer. Solve whole number division problems involving variables in which remainders need to be interpreted, and justify the solution. J5: Multi-Step Problems J6: Make an Organized List J7: Make an Organized List J8: Analyze Given Information J9: Draw a Picture and Write a Number Sentence Curriculum Standards: Use mental-math strategies to multiply 2-digit by 2-digit multiples of ten. Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Multiply a whole number of up to four digits by a one-digit whole number, multiply two two-digit numbers, using strategies based on place value and the properties of operations and illustrate and explain the calculation by using equations, rectangular arrays and/or area models. The student will demonstrate fluency with multiplication facts through 12 x 12, and the corresponding division facts. The student will estimate and determine sums, differences, and products of whole numbers. The student will create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and single-step practical problems involving division with whole numbers. Use an understanding of place value to multiply a number by 10, 100 and 1000. Use an understanding of place value to multiply or divide a number by 10, 100 and 1,000. Multiply 3-digit by 1-digit or a 2-digit by 2-digit whole numbers, using efficient and generalizable procedures and strategies, based on knowledge of place value, including but not limited to standard algorithms. Solve multi-step real-world and mathematical problems requiring the use of addition, subtraction, and multiplication of multi-digit whole numbers. Use various strategies, including the relationship between operations, the use of appropriate technology, and the context of the problem to assess the reasonableness of results. Solve two-step word problems involving the four operations with whole numbers. Use estimation strategies to assess reasonableness of answers. Represent problems using equations with a letter standing for the unknown quantity. Multiply a whole number of up to three digits by a one-digit whole number, and multiply up to two two-digit numbers with place value understanding using area models, partial products, and the properties of operations. Use models to make connections and develop the algorithm. Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, and justify the solution. Solve multi-step whole number problems involving the four operations and variables and using estimation to interpret the reasonableness of the answer. J10: Draw a Picture and Write a Number Sentence J11: Draw a Strip Diagram and Write an Equation J12: Draw a Strip Diagram and Write an Equation J13: Try, Check, and Revise J14: Try, Check, and Revise J15: Solve a Simpler Problem J16: Use Representations J17: Make a Table and Look for a Pattern J18: Solve a Simpler Problem J19: Make a Table and Look for a Pattern J20: Analyze Relationships J21: Use Objects J22: Use Objects J23: Use Reasoning J24: Use Reasoning J25: Draw a Picture J26: Draw a Picture J27: Work Backward J28: Work Backward J29: Make a Graph J30: Make a Graph J31: Analyze Relationships J32: Make and Test Generalizations J33: Make and Test Conjectures J34: Reasonableness J35: Reasonableness J36: Use Representations J37: Writing to Explain Curriculum Standards: Represent data using line plots and interpret data in line plots to solve problems. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots (e.g., from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection). Use tables, bar graphs, timelines and Venn diagrams to display data sets. The data may include fractions or decimals. Understand that spreadsheet tables and graphs can be used to display data. Represent data on a frequency table or line plot marked with whole numbers and fractions using appropriate titles, labels, and units. Solve one- and two-step problems using data in whole number, decimal, or fraction form in a frequency table and line plot. Explain why a fraction is equivalent to another fraction by using area and length fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Represent and interpret data using whole numbers. Collect data by asking a question that yields numerical data. Make a representation of data and interpret data in a frequency table, scaled bar graph, and/or line plot. Determine whether a survey question will yield categorical or numerical data. Recognize and generate equivalent fractions. Solve problems involving multiplication of a fraction by a whole number. Create a frequency table and/or line plot to display measurement data. Solve problems involving addition and subtraction by using information presented in a data display. Analyze the data in a frequency table, line plot, bar graph or picture graph. J38: Writing to Explain J39: Make and Test Generalizations J40: Make and Test Conjectures Diagnostic Tests and Answer Keys, Grades 4-6 Grade 4 Diagnostic Test, Form A Grade 4 Diagnostic Test, Form B Grade 5 Diagnostic Test, Form A Grade 5 Diagnostic Test, Form B Grade 6 Diagnostic Test, Form A Grade 6 Diagnostic Test, Form B Grade 1: State-Specific Resources Minnesota Grade 1 MN-1: Count Backward Curriculum Standards: Count, with and without objects, forward and backward from any given number up to 120. The student will count backward orally by ones when given any number between 1 and 30. MN-2: Count by 2s, 5s, and 10s Curriculum Standards: Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. MN-3: Number Patterns Curriculum Standards: 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. Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. The student will identify, describe, extend, create, and transfer growing and repeating patterns. MN-4: Values of Pennies and Nickels Curriculum Standards: Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar. MN-5: Values of Dimes Curriculum Standards: Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar. MN-6: Values of Pennies, Nickels, and Dimes Curriculum Standards: Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar. The student will determine the value of a collection of like coins (pennies, nickels, or dimes) whose total value is 100 cents or less. MN-7: Patterns with Shapes Curriculum Standards: 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. The student will identify, describe, extend, create, and transfer growing and repeating patterns. Tennessee Grade 1 TN 1 Adding with 0, 1, 2 TN 2 Counting Backward from 20 TN 3 Counting Values of Like Coins Credits, enVision Math National Grade 1 Teacher Resources Container Teaching Tools Intended Role: Instructor English Language Learners Toolkit Intended Role: Instructor Basic-Facts Timed Tests Intended Role: Instructor Assessment Sourcebook Intended Role: Instructor Today's Challenge Teacher's Guide Intended Role: Instructor Placement Test Intended Role: Instructor Placement Test: Answer Key Intended Role: Instructor End-of-Year Assessment Intended Role: Instructor End-of-Year Assessment: Answer Key Intended Role: Instructor Topics 1–4: Cumulative/Benchmark Assessment Intended Role: Instructor Topics 1–4: Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Topics 1–8: Cumulative/Benchmark Assessment Intended Role: Instructor Topics 1–8: Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Topics 1–12: Cumulative/Benchmark Assessment Intended 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Grade 1 Topic 1 Intended Role: Instructor Professional Development Video Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 1-1 Intended Role: Instructor Solve Problems: Add To: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 1-1: Quick Check: Answer Key Intended Role: Instructor 1-1: Printable Quick Check Intended Role: Instructor 1-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-1: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 1-2 Intended Role: Instructor Solve Problems: Put Together: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 1-2: Quick Check: Answer Key Intended Role: Instructor 1-2: Printable Quick Check Intended Role: Instructor 1-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-2: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 1-3 Intended Role: Instructor Solve Problems: Both Addends Unknown: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 1-3: Quick Check: Answer Key Intended Role: Instructor 1-3: Printable Quick Check Intended Role: Instructor 1-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-3: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 1-4 Intended Role: Instructor Solve Problems: Take From: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 1-4: Quick Check: Answer Key Intended Role: Instructor 1-4: Printable Quick Check Intended Role: Instructor 1-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-4: Enrichment: Answer Key Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 1-5 Intended Role: Instructor Solve Problems: Compare Situations: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 1-5: Quick Check: Answer Key Intended Role: Instructor 1-5: Printable Quick Check Intended Role: Instructor 1-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-5: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 1-6 Intended Role: Instructor Continue to Solve Problems: Compare Situations: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 1-6: Quick Check: Answer Key Intended Role: Instructor 1-6: Printable Quick Check Intended Role: Instructor 1-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-6: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 1-7 Intended Role: Instructor Practice Solving Problems: Add to: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 1-7: Quick Check: Answer Key Intended Role: Instructor 1-7: Printable Quick Check Intended Role: Instructor 1-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-7: Enrichment: Answer Key Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 1-8 Intended Role: Instructor Solve Problems: Put Together/Take Apart: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 1-8: Quick Check: Answer Key Intended Role: Instructor 1-8: Printable Quick Check Intended Role: Instructor 1-8: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-8: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 1-9 Intended Role: Instructor Problem Solving: Construct Arguments: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 1-9: Quick Check: Answer Key Intended Role: Instructor 1-9: Printable Quick Check Intended Role: Instructor 1-9: Reteach to Build Understanding: Answer Key Intended Role: Instructor 1-9: Enrichment: Answer Key Intended Role: Instructor Topic 1 Online Assessment: Answer Key Intended Role: Instructor Topic 1 Online Assessment: Printable Intended Role: Instructor Home-School Connection Intended Role: Instructor Interactive Math Story Intended Role: Instructor Interactive Math Story Master Intended Role: Instructor Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 2 Assessment Intended Role: Instructor Topic 2 Assessment: Answer Key Intended Role: Instructor Topic 2 Performance Assessment Intended Role: Instructor Topic 2 Performance Assessment: Answer Key Intended Role: Instructor Problem-Solving Reading Activity Guide Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Fluency Practice/Assessment Master Intended Role: Instructor Fluency Practice/Assessment Master: Answer Key Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 2 Intended Role: Instructor Professional Development Video Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 2-1 Intended Role: Instructor Count On to Add: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 2-1: Quick Check: Answer Key Intended Role: Instructor 2-1: Printable Quick Check Intended Role: Instructor 2-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-1: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 2-2 Intended Role: Instructor Doubles: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 2-2: Quick Check: Answer Key Intended Role: Instructor 2-2: Printable Quick Check Intended Role: Instructor 2-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-2: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 2-3 Intended Role: Instructor Near Doubles: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 2-3: Quick Check: Answer Key Intended Role: Instructor 2-3: Printable Quick Check Intended Role: Instructor 2-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-3: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 2-4 Intended Role: Instructor Facts with 5 on a Ten-Frame: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 2-4: Quick Check: Answer Key Intended Role: Instructor 2-4: Printable Quick Check Intended Role: Instructor 2-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-4: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 2-5 Intended Role: Instructor Add in Any Order: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 2-5: Quick Check: Answer Key Intended Role: Instructor 2-5: Printable Quick Check Intended Role: Instructor 2-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-5: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 2-6 Intended Role: Instructor Count Back to Subtract: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 2-6: Quick Check: Answer Key Intended Role: Instructor 2-6: Printable Quick Check Intended Role: Instructor 2-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-6: Enrichment: Answer Key Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 2-7 Intended Role: Instructor Think Addition to Subtract: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 2-7: Quick Check: Answer Key Intended Role: Instructor 2-7: Printable Quick Check Intended Role: Instructor 2-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-7: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 2-8 Intended Role: Instructor Continue to Think Addition to Subtract: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 2-8: Quick Check: Answer Key Intended Role: Instructor 2-8: Printable Quick Check Intended Role: Instructor 2-8: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-8: Enrichment: Answer Key Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 2-9 Intended Role: Instructor Solve Word Problems with Facts to 10: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 2-9: Quick Check: Answer Key Intended Role: Instructor 2-9: Printable Quick Check Intended Role: Instructor 2-9: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-9: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 2-10 Intended Role: Instructor Problem Solving: Look For & Use Structure: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 2-10: Quick Check: Answer Key Intended Role: Instructor 2-10: Printable Quick Check Intended Role: Instructor 2-10: Reteach to Build Understanding: Answer Key Intended Role: Instructor 2-10: Enrichment: Answer Key Intended Role: Instructor Topic 2 Online Assessment: Answer Key Intended Role: Instructor Topic 2 Online Assessment: Printable Intended Role: Instructor Home-School Connection Intended Role: Instructor Interactive Math Story Intended Role: Instructor Interactive Math Story Master Intended Role: Instructor Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 3 Assessment Intended Role: Instructor Topic 3 Assessment: Answer Key Intended Role: Instructor Topic 3 Performance Assessment Intended Role: Instructor Topic 3 Performance Assessment: Answer Key Intended Role: Instructor Problem-Solving Reading Activity Guide Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 3 Intended Role: Instructor Professional Development Video Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 3-1 Intended Role: Instructor Count On to Add: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 3-1: Quick Check: Answer Key Intended Role: Instructor 3-1: Printable Quick Check Intended Role: Instructor 3-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-1: Enrichment: Answer Key Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 3-2 Intended Role: Instructor Count On to Add Using an Open Number Line: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 3-2: Quick Check: Answer Key Intended Role: Instructor 3-2: Printable Quick Check Intended Role: Instructor 3-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-2: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 3-3 Intended Role: Instructor Doubles: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 3-3: Quick Check: Answer Key Intended Role: Instructor 3-3: Printable Quick Check Intended Role: Instructor 3-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-3: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 3-4 Intended Role: Instructor Doubles Plus 1: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 3-4: Quick Check: Answer Key Intended Role: Instructor 3-4: Printable Quick Check Intended Role: Instructor 3-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-4: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 3-5 Intended Role: Instructor Doubles Plus 2: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 3-5: Quick Check: Answer Key Intended Role: Instructor 3-5: Printable Quick Check Intended Role: Instructor 3-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-5: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 3-6 Intended Role: Instructor Make 10 to Add: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 3-6: Quick Check: Answer Key Intended Role: Instructor 3-6: Printable Quick Check Intended Role: Instructor 3-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-6: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 3-7 Intended Role: Instructor Continue to Make 10 to Add: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 3-7: Quick Check: Answer Key Intended Role: Instructor 3-7: Printable Quick Check Intended Role: Instructor 3-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-7: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 3-8 Intended Role: Instructor Explain Addition Strategies: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 3-8: Quick Check: Answer Key Intended Role: Instructor 3-8: Printable Quick Check Intended Role: Instructor 3-8: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-8: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 3-9 Intended Role: Instructor Solve Addition Word Problems with Facts to 20: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 3-9: Quick Check: Answer Key Intended Role: Instructor 3-9: Printable Quick Check Intended Role: Instructor 3-9: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-9: Enrichment: Answer Key Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 3-10 Intended Role: Instructor Problem Solving: Critique Reasoning: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 3-10: Quick Check: Answer Key Intended Role: Instructor 3-10: Printable Quick Check Intended Role: Instructor 3-10: Reteach to Build Understanding: Answer Key Intended Role: Instructor 3-10: Enrichment: Answer Key Intended Role: Instructor Topic 3 Online Assessment: Answer Key Intended Role: Instructor Topic 3 Online Assessment: Printable Intended Role: Instructor Home-School Connection Intended Role: Instructor Interactive Math Story Intended Role: Instructor Interactive Math Story Master Intended Role: Instructor Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 4 Assessment Intended Role: Instructor Topic 4 Assessment: Answer Key Intended Role: Instructor Topic 4 Performance Assessment Intended Role: Instructor Topic 4 Performance Assessment: Answer Key Intended Role: Instructor Problem-Solving Reading Activity Guide Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 4 Intended Role: Instructor Professional Development Video Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 4-1 Intended Role: Instructor Count to Subtract: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 4-1: Quick Check: Answer Key Intended Role: Instructor 4-1: Printable Quick Check Intended Role: Instructor 4-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-1: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 4-2 Intended Role: Instructor Make 10 to Subtract: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 4-2: Quick Check: Answer Key Intended Role: Instructor 4-2: Printable Quick Check Intended Role: Instructor 4-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-2: Enrichment: Answer Key Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 4-3 Intended Role: Instructor Continue to Make 10 to Subtract: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 4-3: Quick Check: Answer Key Intended Role: Instructor 4-3: Printable Quick Check Intended Role: Instructor 4-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-3: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 4-4 Intended Role: Instructor Fact Families: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 4-4: Quick Check: Answer Key Intended Role: Instructor 4-4: Printable Quick Check Intended Role: Instructor 4-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-4: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 4-5 Intended Role: Instructor Use Addition to Subtract: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 4-5: Quick Check: Answer Key Intended Role: Instructor 4-5: Printable Quick Check Intended Role: Instructor 4-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-5: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 4-6 Intended Role: Instructor Continue to Use Addition to Subtract: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 4-6: Quick Check: Answer Key Intended Role: Instructor 4-6: Printable Quick Check Intended Role: Instructor 4-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-6: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 4-7 Intended Role: Instructor Explain Subtraction Strategies: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 4-7: Quick Check: Answer Key Intended Role: Instructor 4-7: Printable Quick Check Intended Role: Instructor 4-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-7: Enrichment: Answer Key Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 4-8 Intended Role: Instructor Solve Word Problems with Facts to 20: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 4-8: Quick Check: Answer Key Intended Role: Instructor 4-8: Printable Quick Check Intended Role: Instructor 4-8: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-8: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 4-9 Intended Role: Instructor Problem Solving: Reasoning: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 4-9: Quick Check: Answer Key Intended Role: Instructor 4-9: Printable Quick Check Intended Role: Instructor 4-9: Reteach to Build Understanding: Answer Key Intended Role: Instructor 4-9: Enrichment: Answer Key Intended Role: Instructor Topic 4 Online Assessment: Answer Key Intended Role: Instructor Topic 4 Online Assessment: Printable Intended Role: Instructor Topics 1–4: Online Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Topics 1–4: Printable Online Cumulative/Benchmark Assessment Intended Role: Instructor Home-School Connection Intended Role: Instructor Interactive Math Story Intended Role: Instructor Interactive Math Story Master Intended Role: Instructor Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 5 Assessment Intended Role: Instructor Topic 5 Assessment: Answer Key Intended Role: Instructor Topic 5 Performance Assessment Intended Role: Instructor Topic 5 Performance Assessment: Answer Key Intended Role: Instructor Problem-Solving Reading Activity Guide Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 5 Intended Role: Instructor Professional Development Video Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 5-1 Intended Role: Instructor Find the Unknown Numbers: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 5-1: Quick Check: Answer Key Intended Role: Instructor 5-1: Printable Quick Check Intended Role: Instructor 5-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 5-1: Enrichment: Answer Key Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 5-2 Intended Role: Instructor True or False Equations: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 5-2: Quick Check: Answer Key Intended Role: Instructor 5-2: Printable Quick Check Intended Role: Instructor 5-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 5-2: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 5-3 Intended Role: Instructor Make True Equations: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 5-3: Quick Check: Answer Key Intended Role: Instructor 5-3: Printable Quick Check Intended Role: Instructor 5-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 5-3: Enrichment: Answer Key Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 5-4 Intended Role: Instructor Word Problems with Three Addends: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 5-4: Quick Check: Answer Key Intended Role: Instructor 5-4: Printable Quick Check Intended Role: Instructor 5-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 5-4: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 5-5 Intended Role: Instructor Add Three Numbers: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 5-5: Quick Check: Answer Key Intended Role: Instructor 5-5: Printable Quick Check Intended Role: Instructor 5-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 5-5: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 5-6 Intended Role: Instructor Solve Addition and Subtraction Word Problems: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 5-6: Quick Check: Answer Key Intended Role: Instructor 5-6: Printable Quick Check Intended Role: Instructor 5-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 5-6: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 5-7 Intended Role: Instructor Problem Solving: Precision: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 5-7: Quick Check: Answer Key Intended Role: Instructor 5-7: Printable Quick Check Intended Role: Instructor 5-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 5-7: Enrichment: Answer Key Intended Role: Instructor Topic 5 Online Assessment: Answer Key Intended Role: Instructor Topic 5 Online Assessment: Printable Intended Role: Instructor Home-School Connection Intended Role: Instructor Interactive Math Story Intended Role: Instructor Interactive Math Story Master Intended Role: Instructor Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 6 Assessment Intended Role: Instructor Topic 6 Assessment: Answer Key Intended Role: Instructor Topic 6 Performance Assessment Intended Role: Instructor Topic 6 Performance Assessment: Answer Key Intended Role: Instructor Problem-Solving Reading Activity Guide Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 6 Intended Role: Instructor Professional Development Video Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 6-1 Intended Role: Instructor Organize Data into Three Categories: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 6-1: Quick Check: Answer Key Intended Role: Instructor 6-1: Printable Quick Check Intended Role: Instructor 6-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 6-1: Enrichment: Answer Key Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 6-2 Intended Role: Instructor Collect and Represent Data: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 6-2: Quick Check: Answer Key Intended Role: Instructor 6-2: Printable Quick Check Intended Role: Instructor 6-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 6-2: Enrichment: Answer Key Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 6-3 Intended Role: Instructor Interpret Data: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 6-3: Quick Check: Answer Key Intended Role: Instructor 6-3: Printable Quick Check Intended Role: Instructor 6-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 6-3: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 6-4 Intended Role: Instructor Continue to Interpret Data: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 6-4: Quick Check: Answer Key Intended Role: Instructor 6-4: Printable Quick Check Intended Role: Instructor 6-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 6-4: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 6-5 Intended Role: Instructor Problem Solving: Persevere: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 6-5: Quick Check: Answer Key Intended Role: Instructor 6-5: Printable Quick Check Intended Role: Instructor 6-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 6-5: Enrichment: Answer Key Intended Role: Instructor Topic 6 Online Assessment: Answer Key Intended Role: Instructor Topic 6 Online Assessment: Printable Intended Role: Instructor Home-School Connection Intended Role: Instructor Interactive Math Story Intended Role: Instructor Interactive Math Story Master Intended Role: Instructor Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 7 Assessment Intended Role: Instructor Topic 7 Assessment: Answer Key Intended Role: Instructor Topic 7 Performance Assessment Intended Role: Instructor Topic 7 Performance Assessment: Answer Key Intended Role: Instructor Problem-Solving Reading Activity Guide Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 7 Intended Role: Instructor Professional Development Video Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 7-1 Intended Role: Instructor Count by 10s to 120: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 7-1: Quick Check: Answer Key Intended Role: Instructor 7-1: Printable Quick Check Intended Role: Instructor 7-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 7-1: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 7-2 Intended Role: Instructor Count by 1s to 120: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 7-2: Quick Check: Answer Key Intended Role: Instructor 7-2: Printable Quick Check Intended Role: Instructor 7-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 7-2: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 7-3 Intended Role: Instructor Count on a Number Chart to 120: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 7-3: Quick Check: Answer Key Intended Role: Instructor 7-3: Printable Quick Check Intended Role: Instructor 7-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 7-3: Enrichment: Answer Key Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 7-4 Intended Role: Instructor Count by 1s or 10s to 120: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 7-4: Quick Check: Answer Key Intended Role: Instructor 7-4: Printable Quick Check Intended Role: Instructor 7-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 7-4: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 7-5 Intended Role: Instructor Count on an Open Number Line: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 7-5: Quick Check: Answer Key Intended Role: Instructor 7-5: Printable Quick Check Intended Role: Instructor 7-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 7-5: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 7-6 Intended Role: Instructor Count and Write Numerals: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 7-6: Quick Check: Answer Key Intended Role: Instructor 7-6: Printable Quick Check Intended Role: Instructor 7-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 7-6: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 7-7 Intended Role: Instructor Problem Solving: Repeated Reasoning: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 7-7: Quick Check: Answer Key Intended Role: Instructor 7-7: Printable Quick Check Intended Role: Instructor 7-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 7-7: Enrichment: Answer Key Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Topic 7 Online Assessment: Answer Key Intended Role: Instructor Topic 7 Online Assessment: Printable Intended Role: Instructor Home-School Connection Intended Role: Instructor Interactive Math Story Intended Role: Instructor Interactive Math Story Master Intended Role: Instructor Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 8 Assessment Intended Role: Instructor Topic 8 Assessment: Answer Key Intended Role: Instructor Topic 8 Performance Assessment Intended Role: Instructor Topic 8 Performance Assessment: Answer Key Intended Role: Instructor Problem-Solving Reading Activity Guide Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 8 Intended Role: Instructor Professional Development Video Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 8-1 Intended Role: Instructor Make Numbers 11 to 19: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 8-1: Quick Check: Answer Key Intended Role: Instructor 8-1: Printable Quick Check Intended Role: Instructor 8-1: Reteach to Build Understanding: Answer Key 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& Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 8-3: Quick Check: Answer Key Intended Role: Instructor 8-3: Printable Quick Check Intended Role: Instructor 8-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 8-3: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 8-4 Intended Role: Instructor Tens and Ones: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 8-4: Quick Check: Answer Key Intended Role: Instructor 8-4: Printable Quick Check Intended Role: Instructor 8-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 8-4: Enrichment: Answer Key Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 8-5 Intended Role: Instructor Continue with Tens and Ones: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 8-5: Quick Check: Answer Key Intended Role: Instructor 8-5: Printable Quick Check Intended Role: Instructor 8-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 8-5: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 8-6 Intended Role: Instructor Problem Solving: Look For & Use Structure: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 8-6: Quick Check: Answer Key Intended Role: Instructor 8-6: Printable Quick Check Intended Role: Instructor 8-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 8-6: Enrichment: Answer Key Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Topic 8 Online Assessment: Answer Key Intended Role: Instructor Topic 8 Online Assessment: Printable Intended Role: Instructor Topics 1–8: Online Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Topics 1–8: Printable Online Cumulative/Benchmark Assessment Intended Role: Instructor Home-School Connection Intended Role: Instructor Interactive Math Story Intended Role: Instructor Interactive Math Story Master Intended Role: Instructor Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 9 Assessment Intended Role: Instructor Topic 9 Assessment: Answer Key Intended Role: Instructor Topic 9 Performance Assessment Intended Role: Instructor Topic 9 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1 Lesson 9-2 Intended Role: Instructor Make Numbers on a Hundred Chart: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 9-2: Quick Check: Answer Key Intended Role: Instructor 9-2: Printable Quick Check Intended Role: Instructor 9-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 9-2: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 9-3 Intended Role: Instructor Compare Numbers: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 9-3: Quick Check: Answer Key Intended Role: Instructor 9-3: Printable Quick Check Intended Role: Instructor 9-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 9-3: Enrichment: Answer Key Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 9-4 Intended Role: Instructor Compare Numbers with Symbols (>, <, =): Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 9-4: Quick Check: Answer Key Intended Role: Instructor 9-4: Printable Quick Check Intended Role: Instructor 9-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 9-4: Enrichment: Answer Key Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 9-5 Intended Role: Instructor Compare Numbers on a Number Line: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 9-5: Quick Check: Answer Key Intended Role: Instructor 9-5: Printable Quick Check Intended Role: Instructor 9-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 9-5: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 9-6 Intended Role: Instructor Problem Solving: Make Sense & Persevere: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 9-6: Quick Check: Answer Key Intended Role: Instructor 9-6: Printable Quick Check Intended Role: Instructor 9-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 9-6: Enrichment: Answer Key Intended Role: Instructor Topic 9 Online Assessment: Answer Key Intended Role: Instructor Topic 9 Online Assessment: Printable Intended Role: Instructor Home-School Connection Intended Role: Instructor Interactive Math Story Intended Role: Instructor Interactive Math Story Master Intended Role: Instructor Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 10 Assessment Intended Role: Instructor Topic 10 Assessment: Answer Key Intended Role: Instructor Topic 10 Performance Assessment Intended Role: Instructor Topic 10 Performance Assessment: Answer Key Intended Role: Instructor Problem-Solving Reading Activity Guide Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 10 Intended Role: Instructor Professional Development Video Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 10-1 Intended Role: Instructor Add Tens Using Models: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 10-1: Quick Check: Answer Key Intended Role: Instructor 10-1: Printable Quick Check Intended Role: Instructor 10-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-1: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 10-2 Intended Role: Instructor Mental Math: Ten More Than a Number: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 10-2: Quick Check: Answer Key Intended Role: Instructor 10-2: Printable Quick Check Intended Role: Instructor 10-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-2: Enrichment: Answer Key Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 10-3 Intended Role: Instructor Add Tens and Ones Using a Hundred Chart: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 10-3: Quick Check: Answer Key Intended Role: Instructor 10-3: Printable Quick Check Intended Role: Instructor 10-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-3: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 10-4 Intended Role: Instructor Add Tens and Ones Using an Open Number Line: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 10-4: Quick Check: Answer Key Intended Role: Instructor 10-4: Printable Quick Check Intended Role: Instructor 10-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-4: Enrichment: Answer Key Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 10-5 Intended Role: Instructor Add Tens and Ones Using Models: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 10-5: Quick Check: Answer Key Intended Role: Instructor 10-5: Printable Quick Check Intended Role: Instructor 10-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-5: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 10-6 Intended Role: Instructor Make a Ten to Add: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 10-6: Quick Check: Answer Key Intended Role: Instructor 10-6: Printable Quick Check Intended Role: Instructor 10-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-6: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 10-7 Intended Role: Instructor Add Using Place Value: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 10-7: Quick Check: Answer Key Intended Role: Instructor 10-7: Printable Quick Check Intended Role: Instructor 10-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-7: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 10-8 Intended Role: Instructor Practice Adding Using Strategies: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 10-8: Quick Check: Answer Key Intended Role: Instructor 10-8: Printable Quick 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Intended Role: Instructor Interactive Math Story Master Intended Role: Instructor Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 11 Assessment Intended Role: Instructor Topic 11 Assessment: Answer Key Intended Role: Instructor Topic 11 Performance Assessment Intended Role: Instructor Topic 11 Performance Assessment: Answer Key Intended Role: Instructor Problem-Solving Reading Activity Guide Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 11 Intended Role: Instructor Professional Development Video Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 11-1 Intended Role: Instructor Subtract Tens Using Models: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 11-1: Quick Check: Answer Key Intended Role: Instructor 11-1: Printable Quick Check Intended Role: Instructor 11-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 11-1: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 11-2 Intended Role: Instructor Subtract Tens Using a Hundred Chart: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 11-2: Quick Check: Answer Key Intended Role: Instructor 11-2: Printable Quick Check Intended Role: Instructor 11-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 11-2: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 11-3 Intended Role: Instructor Subtract Tens Using an Open Number Line: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 11-3: Quick Check: Answer Key Intended Role: Instructor 11-3: Printable Quick Check Intended Role: Instructor 11-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 11-3: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 11-4 Intended Role: Instructor Use Addition to Subtract Tens: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 11-4: Quick Check: Answer Key Intended Role: Instructor 11-4: Printable Quick Check 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& Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 11-6: Quick Check: Answer Key Intended Role: Instructor 11-6: Printable Quick Check Intended Role: Instructor 11-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 11-6: Enrichment: Answer Key Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 11-7 Intended Role: Instructor Problem Solving: Model with Math: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 11-7: Quick Check: Answer Key Intended Role: Instructor 11-7: Printable Quick Check Intended Role: Instructor 11-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 11-7: Enrichment: Answer Key Intended Role: Instructor Topic 11 Online Assessment: Answer Key Intended Role: Instructor Topic 11 Online Assessment: Printable Intended Role: Instructor Home-School Connection Intended Role: Instructor Interactive Math Story Intended Role: Instructor Interactive Math Story Master Intended Role: Instructor Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 12 Assessment Intended Role: Instructor Topic 12 Assessment: Answer Key Intended Role: Instructor Topic 12 Performance Assessment Intended Role: Instructor Topic 12 Performance Assessment: Answer Key Intended Role: Instructor Problem-Solving Reading Activity Guide Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 12 Intended Role: Instructor Professional Development Video Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 12-1 Intended Role: Instructor Compare and Order by Length: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 12-1: Quick Check: Answer Key Intended Role: Instructor 12-1: Printable Quick Check Intended Role: Instructor 12-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 12-1: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 12-2 Intended Role: Instructor Indirect Measurement: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 12-2: Quick Check: Answer Key Intended Role: Instructor 12-2: Printable Quick Check Intended Role: Instructor 12-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 12-2: Enrichment: Answer Key Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 12-3 Intended Role: Instructor Use Units to Measure Length: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 12-3: Quick Check: Answer Key Intended Role: Instructor 12-3: Printable Quick Check Intended Role: Instructor 12-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 12-3: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 12-4 Intended Role: Instructor Continue to Measure Length: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 12-4: Quick Check: Answer Key Intended Role: Instructor 12-4: Printable Quick Check Intended Role: Instructor 12-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 12-4: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 12-5 Intended Role: Instructor Problem Solving: Use Appropriate Tools: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 12-5: Quick Check: Answer Key Intended Role: Instructor 12-5: Printable Quick Check Intended Role: Instructor 12-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 12-5: Enrichment: Answer Key Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Topic 12 Online Assessment: Answer Key Intended Role: Instructor Topic 12 Online Assessment: Printable Intended Role: Instructor Topics 1–12: Online Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Topics 1–12: Printable Online Cumulative/Benchmark Assessment Intended Role: Instructor Home-School Connection Intended Role: Instructor Interactive Math Story Intended Role: Instructor Interactive Math Story Master Intended Role: Instructor Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 13 Assessment Intended Role: Instructor Topic 13 Assessment: Answer Key Intended Role: Instructor Topic 13 Performance Assessment Intended Role: Instructor Topic 13 Performance Assessment: Answer Key Intended Role: Instructor Problem-Solving Reading Activity Guide Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 13 Intended Role: Instructor Professional Development Video Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 13-1 Intended Role: Instructor Understand the Hour and Minute Hands: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 13-1: Quick Check: Answer Key Intended Role: Instructor 13-1: Printable Quick Check Intended Role: Instructor 13-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 13-1: Enrichment: Answer Key Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 13-2 Intended Role: Instructor Tell and Write Time to the Hour: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 13-2: Quick Check: Answer Key Intended Role: Instructor 13-2: Printable Quick Check Intended Role: Instructor 13-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 13-2: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 13-3 Intended Role: Instructor Tell and Write Time to the Half Hour: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 13-3: Quick Check: Answer Key Intended Role: Instructor 13-3: Printable Quick Check Intended Role: Instructor 13-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 13-3: Enrichment: Answer Key Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 13-4 Intended Role: Instructor Problem Solving: Reasoning: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 13-4: Quick Check: Answer Key Intended Role: Instructor 13-4: Printable Quick Check Intended Role: Instructor 13-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 13-4: Enrichment: Answer Key Intended Role: Instructor Topic 13 Online Assessment: Answer Key Intended Role: Instructor Topic 13 Online Assessment: Printable Intended Role: Instructor Home-School Connection Intended Role: Instructor Interactive Math Story Intended Role: Instructor Interactive Math Story Master Intended Role: Instructor Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 14 Assessment Intended Role: Instructor Topic 14 Assessment: Answer Key Intended Role: Instructor Topic 14 Performance Assessment Intended Role: Instructor Topic 14 Performance Assessment: Answer Key Intended Role: Instructor Problem-Solving Reading Activity Guide Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 14 Intended Role: Instructor Professional Development Video Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 14-1 Intended Role: Instructor Use Attributes to Define Two-Dimensional (2-D) Shapes: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 14-1: Quick Check: Answer Key Intended Role: Instructor 14-1: Printable Quick Check Intended Role: Instructor 14-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 14-1: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 14-2 Intended Role: Instructor Defining and Non-Defining Attributes of 2-D Shapes: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 14-2: Quick Check: Answer Key Intended Role: Instructor 14-2: Printable Quick Check Intended Role: Instructor 14-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 14-2: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 14-3 Intended Role: Instructor Build and Draw 2-D Shapes by Attributes: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 14-3: Quick Check: Answer Key Intended Role: Instructor 14-3: Printable Quick Check Intended Role: Instructor 14-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 14-3: Enrichment: Answer Key Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 14-4 Intended Role: Instructor Compose 2-D Shapes: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 14-4: Quick Check: Answer Key Intended Role: Instructor 14-4: Printable Quick Check Intended Role: Instructor 14-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 14-4: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 14-5 Intended Role: Instructor Compose New 2-D Shapes from 2-D Shapes: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 14-5: Quick Check: Answer Key Intended Role: Instructor 14-5: Printable Quick Check Intended Role: Instructor 14-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 14-5: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 14-6 Intended Role: Instructor Use Attributes to Define Three-Dimensional (3-D) Shapes: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 14-6: Quick Check: Answer Key Intended Role: Instructor 14-6: Printable Quick Check Intended Role: Instructor 14-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 14-6: Enrichment: Answer Key Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 14-7 Intended Role: Instructor Defining and Non-Defining Attributes of 3-D Shapes: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 14-7: Quick Check: Answer Key Intended Role: Instructor 14-7: Printable Quick Check Intended Role: Instructor 14-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 14-7: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 14-8 Intended Role: Instructor Compose with 3-D Shapes: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 14-8: Quick Check: Answer Key Intended Role: Instructor 14-8: Printable Quick Check Intended Role: Instructor 14-8: Reteach to Build Understanding: Answer Key Intended Role: Instructor 14-8: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 14-9 Intended Role: Instructor Problem Solving: Make Sense & Persevere: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 14-9: Quick Check: Answer Key Intended Role: Instructor 14-9: Printable Quick Check Intended Role: Instructor 14-9: Reteach to Build Understanding: Answer Key Intended Role: Instructor 14-9: Enrichment: Answer Key Intended Role: Instructor Topic 14 Online Assessment: Answer Key Intended Role: Instructor Topic 14 Online Assessment: Printable Intended Role: Instructor Home-School Connection Intended Role: Instructor Interactive Math Story Intended Role: Instructor Interactive Math Story Master Intended Role: Instructor Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 15 Assessment Intended Role: Instructor Topic 15 Assessment: Answer Key Intended Role: Instructor Topic 15 Performance Assessment Intended Role: Instructor Topic 15 Performance Assessment: Answer Key Intended Role: Instructor Problem-Solving Reading Activity Guide Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 15 Intended Role: Instructor Professional Development Video Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 15-1 Intended Role: Instructor Make Equal Shares: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 15-1: Quick Check: Answer Key Intended Role: Instructor 15-1: Printable Quick Check Intended Role: Instructor 15-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 15-1: Enrichment: Answer Key Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 15-2 Intended Role: Instructor Make Halves and Fourths of Rectangles and Circles: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 15-2: Quick Check: Answer Key Intended Role: Instructor 15-2: Printable Quick Check Intended Role: Instructor 15-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 15-2: Enrichment: Answer Key Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 15-3 Intended Role: Instructor Understand Halves and Fourths: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 15-3: Quick Check: Answer Key Intended Role: Instructor 15-3: Printable Quick Check Intended Role: Instructor 15-3: Reteach to Build Understanding: Answer Key Intended Role: Instructor 15-3: Enrichment: Answer Key Intended Role: Instructor Problem-Solving Reading Mats Intended Role: Instructor Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 15-4 Intended Role: Instructor Problem Solving: Model with Math: Listen & Look Intended Role: Instructor Daily Review: Editable Worksheet Intended Role: Instructor Daily Review: Answer Key Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor 15-4: Quick Check: Answer Key Intended Role: Instructor 15-4: Printable Quick Check Intended Role: Instructor 15-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 15-4: Enrichment: Answer Key Intended Role: Instructor Topic 15 Online Assessment: Answer Key Intended Role: Instructor Topic 15 Online Assessment: Printable Intended Role: Instructor Topics 1–15: Online Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Topics 1–15: Printable Online Cumulative/Benchmark Assessment Intended Role: Instructor Online End-of-Year Assessment: Answer Key Intended Role: Instructor Printable Online End-of-Year Assessment Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 16 Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 16-1 Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 16-2 Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 16-3 Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 16-4 Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 16-5 Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 16-6 Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 16-7 Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 16-8 Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 16-9 Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 16-10 Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Solve & Share Solution Intended Role: Instructor Booklet A: Numbers, Place Value, Money, and Patterns in Grades K-3 Intended Role: Instructor Booklet B: Basic Facts in Grades K-3 Intended Role: Instructor Booklet C: Computation with Whole numbers in Grades K-3 Intended Role: Instructor Booklet D: Measurement, Geometry, Data, and Probability in Grades K-3 Intended Role: Instructor Booklet E: Problem Solving in Grades K-3 Intended Role: Instructor Teacher's Guide, Grades K-3 Intended Role: Instructor Diagnostic Tests and Answer Keys, Grades K-3 Intended Role: Instructor Booklet F: Numeration, Patterns, and Relationships in Grades 4-6 Intended Role: Instructor Booklet G: Operations with Whole Numbers in Grades 4-6 Intended Role: Instructor Booklet H: Fractions, Decimals, and Percents in Grades 4-6 Intended Role: Instructor Booklet I: Measurement, Geometry, Data, and Probability in Grades 4-6 Intended Role: Instructor Booklet J: Problem Solving in Grades 4-6 Intended Role: Instructor Teacher's Guide, Grades 4-6 Intended Role: Instructor Diagnostic Tests and Answer Keys, Grades 4-6 Intended Role: Instructor MN-1: Count Backward Teacher's Guide Intended Role: Instructor MN-2: Count by 2s, 5s, and 10s Teacher's Guide Intended Role: Instructor MN-3: Number Patterns Teacher's Guide Intended Role: Instructor MN-4: Values of Pennies and Nickels Teacher's Guide Intended Role: Instructor MN-5: Values of Dimes Teacher's Guide Intended Role: Instructor MN-6: Values of Pennies, Nickels, and Dimes Teacher's Guide Intended Role: Instructor MN-7: Patterns with Shapes Teacher's Guide Intended Role: Instructor TN 1 Adding with 0, 1, 2 Teacher’s Guide Intended Role: Instructor TN 2 Counting Backward from 20 Teacher’s Guide Intended Role: Instructor TN 3 Counting Values of Like Coins Teacher’s Guide Intended Role: Instructor Teacher's Edition eText: Grade 1 Intended Role: Instructor eText Container Student's Edition eText: Grade 1 Interactive Student Edition: Grade 1 Tools Grade 1: ACTIVe-book Vol. 1 Math Tools Math Tool - Counters: Arrays Math Tool - Number Charts: Hundred Chart Math Tool - Geometry: Exploring Solids Math Tool - Place Value Blocks: Place-Value Blocks Math Tool - Counters: Counters Math Tool - Counters: Counters Math Tool - Number Charts: Hundred Chart Math Tool - Counters: Difference Math Tool - Place Value Blocks: Place-Value Blocks Math Tool - Counters: Counters Math Tool - Counters: Counters Math Tool - Number Line: Numbers Math Tool - Geometry: Tangrams Math Tool - Pan Balance: Numbers Math Tool - Counters: Counters Grade 1: Glossary Math Tool - Fractions: Pieces Math Tool - Number Line: Numbers Math Tool - Counters: Counters Grade 1: Game Center Math Tool - Geometry: Tangrams Math Tool - Geometry: Shapes Math Tool - Place Value Blocks: Place-Value Blocks Math Tool - Number Line: Numbers Math Tool - Number Charts: Hundred Chart Math Tool - Number Charts: Hundred Chart Math Tool - Counters: Counters Math Tool - Counters: Counters Math Tool - Number Line: Numbers Math Tool - Fractions: Pieces Math Tool - Number Line: Numbers Grade 1: Accessible Student Edition Math Tool - Pan Balance: Numbers Math Tool - Place Value Blocks: Place-Value Blocks