From: imsconformance@imsglobal.org Sent: Tuesday, February 04, 2020 2:16 PM 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: enVision Mathematics 2020 Grade 1 Product Version: 1 Source: IMS Online Validator Profile: 1.2.0 Identifier: realize-fdf34a00-dff4-31fe-b233-b2bf649aebf8 Timestamp: Tuesday, February 4, 2020 01:54 PM EST Status: VALID! Conformant: true ----- VALID! ----- Resource Validation Results The document is valid. Messages (2) I_48053139-1476-3a50-bce8-82bbb9f5f0e6_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p0'. I_f007288c-ebba-3758-892f-63e55c584608_1_R/BasicLTI.xml: #1008: Set 'xmlns' to 'http://www.imsglobal.org/xsd/imslticc_v1p0'. ----- 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: Look for and make use of structure. - 1.MP.7 Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. - 1.NBT.2b Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” - 1.NBT.2a Attend to precision. - 1.MP.6 Use a hundred chart to subtract tens and ones. - 2.NC.5.1 Look for and express regularity in repeated reasoning. - 1.MP.8 Solve addition problems involving situations of adding one part to another part. - 1.OA.1.1 Solve addition problems involving situations of putting two parts together. - 1.OA.1.2 Understand the following as special cases: 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). - 1.NBT.2c Solve addition word problems by breaking apart a total number of objects. - 1.OA.1.3 Break apart 1-digit numbers to make it easier to subtract mentally. - 2.NC.5.4 Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. - 1.3.1.1 Solve subtraction problems involving taking from a group. - 1.OA.1.4 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 Solve subtraction problems that involve comparing to find how many more objects are in one group than another group. - 1.OA.1.5 Make sense of problems and persevere in solving them. - 1.MP.1 Solve subtraction problems that involve comparing to find how many fewer objects are in one group than another group. - 1.OA.1.6 Solve addition problems by finding a missing addend. - 1.OA.1.7 Construct viable arguments and critique the reasoning of others. - 1.MP.3 Solve problems involving putting together or taking apart. - 1.OA.1.8 Reason abstractly and quantitatively. - 1.MP.2 Construct math arguments in order to solve addition and subtraction problems. - 1.OA.1.9 Use appropriate tools strategically. - 1.MP.5 Model with mathematics. - 1.MP.4 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. - 1.NBT.5 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. - 1.NBT.6 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. - 1.NBT.3 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. - 1.NBT.4 Distinguish two-dimensional shapes based upon their defining attributes (i.e., size, corners, and points). - MAFS.1.G.1.AP.1a 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 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. - 1.NBT.1 Understand that the two digits of a two-digit number represent amounts of tens and ones. - 1.NBT.2 Partition circles and rectangles into two and four equal parts. - MAFS.1.G.1.AP.3a Rote count up to 100. - MAFS.1.NBT.1.AP.1a 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. - 1.NBT.A.1 Tell and write time in hours and half-hours using analog and digital clocks. - MAFS.1.MD.2.3 Draw or build two- and three-dimensional shapes. - MAFS.1.G.1.AP.2a English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. - ELD.K12.ELL.MA.1 Construct viable arguments and critique the reasoning of others. - MAFS.K12.MP.3.1 Find number patterns on a number chart. - 1.OA.B.3 Find numbers that are more or less than a given number. - 1.NC.9.1 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. - 1.OA.B.4 Use a hundred chart to find 1 more, 1 less, and 10 more, 10 less. - 1.NC.9.2 Use place-value blocks to compare 2 two-digit numbers. - 1.NC.9.3 Compare two numbers using a greater than, a less than, or an equal to sign. - 1.NC.9.4 Compare and write two-digit numbers that are greater than or less than other two-digit numbers. - 1.NC.9.5 Make sense of a problem and find the best way to solve it. - 1.NC.9.6 Recognize addition as commutative. - MAFS.1.OA.2.AP.3a Add by counting on from a number. - 1.OA.2.1 Use doubles to solve problems. - 1.OA.2.2 Solve problems using near doubles facts. - 1.OA.2.3 Use a ten-frame to solve addition facts with 5 and 10. - 1.OA.2.4 Measure the length of an object in terms of multiple copies of another object. - 1.3.2.1 Use the same addends to write two different equations with the same sum. - 1.OA.2.5 Tell time to the hour and half-hour. - 1.3.2.2 Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar. - 1.3.2.3 Count back to solve subtraction problems. - 1.OA.2.6 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. - LAFS.1.W.1.2 Use addition facts to 10 to solve subtraction problems. - 1.OA.2.7 Solve word problems by drawing pictures and writing equations. - 1.OA.2.8 Use structure and identify patterns in order to solve problems. - 1.OA.2.9 Build representations of numbers up to 31 by creating a group of 10 and some ones (e.g., 13 = one 10 and three 1s). - MAFS.1.NBT.2.AP.2a Identify the value of the numbers in the tens and one place within a given number up to 31. - MAFS.1.NBT.2.AP.2b Recognize subtraction as the inverse of addition. - MAFS.1.OA.2.AP.4a Identify the value of all U.S. coins (penny, nickel, dime, quarter, half-dollar, and dollar coins). Use appropriate cent and dollar notation (e.g., 25¢, $1). - 1.MD.5a Know the comparative values of all U.S. coins (e.g., a dime is of greater value than a nickel). - 1.MD.5b The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. - MAFS.1.NBT.2.2.b 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). - MAFS.1.NBT.2.2.c Tell time in whole and half hours using a digital clock. - MAFS.1.MD.2.AP.3a 10 can be thought of as a bundle of ten ones — called a “ten.” - MAFS.1.NBT.2.2.a Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. - MAFS.1.MD.3.4 Reason abstractly and quantitatively. - MAFS.K12.MP.2.1 Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). - MAFS.1.NBT.2.2.d Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). - 1.OA.C.5 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). - 1.OA.C.6 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. - 1.MD.C.4 Solve problems and make change using coins and paper currency with appropriate symbols. - CC.2.4.2.A.3 Add within 100 using place-value strategies and properties of operations. - 2.NC.3.1 Make sense of problems and persevere in solving them. - MP.1 Break apart numbers into tens and ones to find their sum. - 2.NC.3.3 Reason abstractly and quantitatively. - MP.2 Use a ruler to measure the length of an object with exact whole units. - MAFS.1.MD.1.AP.aa Count by 10s to 120. - 1.NC.7.1 Understand the following as special cases: 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). - 1.NBT.B.2c Count by 1s to 120. - 1.NC.7.2 Count on to add using a number line. - 1.OA.3.1 Count on to add using an open number line. - 1.OA.3.2 Look for and make use of structure. - MP.7 Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. - 1.NBT.B.2b Look for and express regularity in repeated reasoning. - MP.8 Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” - 1.NBT.B.2a Memorize doubles facts. - 1.OA.3.3 Use doubles facts to solve doubles-plus facts. - 1.OA.3.4 Make 10 to add numbers to 20. - 1.OA.3.5 Construct viable arguments and critique the reasoning of others. - MP.3 Make 10 to add numbers to 20. - 1.OA.3.6 Model with mathematics. - MP.4 Solve addition problems using different strategies. - 1.OA.3.7 Solve different types of addition word problems. - 1.OA.3.8 Use appropriate tools strategically. - MP.5 Attend to precision. - MP.6 Critique the reasoning of others by using known information about addition and subtraction. - 1.OA.3.9 Understand and apply properties of operations and the relationship between addition and subtraction. - CC.2.2.1.A.2 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 Represent and solve problems involving addition and subtraction within 20. - CC.2.2.1.A.1 Tell and write time in hours and half-hours using analog and digital clocks. - 1.MD.3a Use a number line to solve addition problems. - 1.NC.10.4 Understand the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred.” - MAFS.2.NBT.1.1.a Understand the following as special cases: The 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). - MAFS.2.NBT.1.1.b Use a hundred chart to add tens and ones. - 1.NC.10.3 Make a ten to help solve addition problems. - 1.NC.10.6 Solve addition problems by using blocks or drawings. - 1.NC.10.5 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. - 2.OA.4 Solve addition problems using different strategies. - 1.NC.10.8 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. - 2.OA.3 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. - 2.OA.2 Add 2 two-digit numbers. - 1.NC.10.7 Model and solve problems by drawing a picture and writing an equation. - 1.NC.10.9 Use reasoning to write and solve number stories. - 1.OA.4.9 Interpret organized data. - 1.MD.6.3 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. - 2.NBT.B.5 Use appropriate tools strategically. - MAFS.K12.MP.5.1 Collect and organize information using a picture graph. - 1.MD.6.2 Use perseverance to solve problems about sets of data. - 1.MD.6.5 Use a picture graph to interpret data. - 1.MD.6.4 Count on a number chart to 120 - 1.NC.7.3 Find number patterns on a number chart. - 1.NC.7.4 Count to 120 using an open number line. - 1.NC.7.5 Write numerals to show how many objects are in a group. - 1.NC.7.6 Find better and faster ways to solve problems. - 1.NC.7.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. - 1.OA.D.7 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. - 1.OA.D.8 Compose and distinguish between two- and three-dimensional shapes based on their attributes. - CC.2.3.1.A.1 Use the understanding of fractions to partition shapes into halves and quarters. - CC.2.3.1.A.2 Read and write numbers 11 to 19. - 1.NC.8.1 Use a number line to subtract by counting on or counting back. - 1.OA.4.1 Make subtraction easier by making 10 to subtract. - 1.OA.4.2 Count on to subtract using 10 as a landmark. - 1.OA.4.3 Make addition and subtraction facts using the same three numbers. - 1.OA.4.4 Use addition facts to find subtraction facts. - 1.OA.4.5 Use addition facts to find subtraction facts. - 1.OA.4.6 Explain strategies used to solve subtraction problems. - 1.OA.4.7 Solve different types of addition and subtraction problems with unknowns in different positions. - 1.OA.4.8 Order up to three objects based on a measurable attribute (height, weight, length). - MAFS.1.MD.1.AP.1a Order three objects by length; compare the length of two objects indirectly by using a third object. - MAFS.1.MD.1.AP.1b 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 Use addition or subtraction basic facts to represent a given problem situation using a number sentence. - 1.2.2.4 Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. - 1.2.2.1 Determine if equations involving addition and subtraction are true. - 1.2.2.2 Use counting on to find the sum of two addends. - MAFS.1.OA.3.AP.5a Count backwards to subtract to a specified number family less than 20. - MAFS.1.OA.3.AP.5b Identify the value of pennies, nickels, dimes and quarters. - MAFS.1.MD.2.AP.aa Order lengths and measure them both indirectly and by repeating length units. - CC.2.4.1.A.1 Represent and interpret data using tables/charts. - CC.2.4.1.A.4 Tell and write time to the nearest half hour using both analog and digital clocks. - CC.2.4.1.A.2 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. - 1.OA.7 Solve problems with coins. - 2.MD.8.1 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. - 1.OA.8 Model with mathematics. - MAFS.K12.MP.4.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. - 1.OA.1 Show groups of 10 with connecting cubes. - 1.NC.8.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. - 1.OA.2 Group tens to solve problems. - 1.NC.8.3 Count tens and ones to find a two-digit number. - 1.NC.8.4 Use drawings to solve problems with tens and ones. - 1.NC.8.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). - 1.OA.5 Decompose numbers in multiple ways. - 1.NC.8.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). - 1.OA.6 Use tens and ones to make numbers in different ways. - 1.NC.8.7 Apply properties of operations as strategies to add and subtract. Examples: 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.) - 1.OA.3 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. - 1.OA.4 Add and subtract within 10, demonstrating fluency for addition and subtraction within 5. - MAFS.1.OA.3.AP.6a Understand place value and count by hundreds to 1,000. - 2.NC.9.1 Find the unknown number in an equation. - 1.OA.5.1 Determine if addition and subtraction equations are true or false. - 1.OA.5.2 Find the missing numbers in equations to make them true. - 1.OA.5.3 Use different strategies to add three numbers. - 1.OA.5.4 Use different strategies to solve word problems with 3 addends. - 1.OA.5.5 Solve word problems involving comparisons. - 1.OA.5.6 Use precision to determine the missing number or symbol in an equation. - 1.OA.5.7 Find the unknown number in an addition or subtraction equation using whole number totals within 10. - MAFS.1.OA.4.AP.8a Use models to subtract tens. - 1.NC.11.1 Using base ten blocks, find 10 more or 10 less of a given two-digit number (e.g., what is 10 more than 20? What is 10 less than 30?). - MAFS.1.NBT.3.AP.5a Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? - 2.MD.C.8 Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. - 1.1.1.1 Read, write and represent whole numbers up to 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 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 Compare and order whole numbers up to 100. - 1.1.1.5 100 can be thought of as a bundle of ten tens – called a “hundred.” - 2.NBT.1a Use words to describe the relative size of numbers. - 1.1.1.6 The 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). - 2.NBT.1b Work with equal groups of objects to gain foundations for multiplication. - CC.2.2.2.A.3 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. - MAFS.1.NBT.1.1 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. Understand for these examples that decomposing into more equal shares creates smaller shares. - 1.G.A.3 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. - 1.G.A.1 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. - 1.G.A.2 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. - MAFS.1.OA.4.7 Look for and make use of structure. - MAFS.K12.MP.7.1 Use place-value concepts and properties of operations to add and subtract within 100. - CC.2.1.1.B.3 Tell and write time from analog and digital clocks to the nearest five minutes. - MAFS.2.MD.3.7 Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. - CC.2.1.1.B.2 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. - MAFS.1.OA.4.8 Determine if equations are true or false, using whole number totals within 10. - MAFS.1.OA.4.AP.7a Extend the counting sequence to read and write numerals to represent objects. - CC.2.1.1.B.1 Using base ten blocks, subtract multiples of 10 (e.g., 30 – 10 = ). - MAFS.1.NBT.3.AP.6a Analyze data by sorting into two categories; answer questions about the total number of data points and how many in each category. - MAFS.1.MD.3.AP.4a Using a picture graph, represent each object/person counted on the graph (1:1 correspondence) for two or more categories. - MAFS.1.MD.3.AP.4b Compare the values of the two categories of data in terms of more or less. - MAFS.1.MD.3.AP.4c 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 Tell if a group of objects is even or odd. - 2.OA.2.1 Find the total number of objects in a set of rows and columns. - 2.OA.2.3 Organize data into categories. - 1.MD.6.1 Use mental math to add tens to two-digit numbers. - 1.NC.10.2 Add 2 multiples of 10. - 1.NC.10.1 Use words, pictures, objects, length-based models (connecting cubes), 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 Use an open number line to solve subtraction problems. - 1.NC.11.3 Use a hundred chart to subtract a multiple of 10 from another multiple of 10. - 1.NC.11.2 Use mental math to subtract ten from a two-digit number. - 1.NC.11.5 Use addition to subtract tens. - 1.NC.11.4 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. - LAFS.1.SL.1.1 Model thinking to solve problems. - 1.NC.11.7 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. - LAFS.1.SL.1.2 Use different strategies to subtract. - 1.NC.11.6 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. - LAFS.1.SL.1.3 Understand that the two digits of a two-digit number represent amounts of tens and ones. - MAFS.1.NBT.2.2 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. - MAFS.1.NBT.2.3 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). - MAFS.1.OA.3.6 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 Attend to precision. - MAFS.K12.MP.6.1 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). - MAFS.1.OA.3.5 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. - 1.MD.2 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. - 1.MD.4 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. - 2.NBT.A.3 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: - 2.NBT.A.1 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. - MAFS.2.OA.2.2 Use place-value blocks and drawings to model and write 3-digit numbers. - 2.NC.9.2 Read and write 3-digit numbers in expanded form, standard form, and word form. - 2.NC.9.4 Order three objects by length; compare the lengths of two objects indirectly by using a third object. - 1.MD.1 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 Compare two-digit numbers up to 31 using representations and numbers (e.g., identify more 10s, less 10s, more 1s, fewer 1s, larger number, smaller number). - MAFS.1.NBT.2.AP.3a 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 Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. - MAFS.1.MD.1.a 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. - MAFS.1.NBT.3.4 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. - MAFS.2.NBT.2.8 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. - MAFS.1.NBT.3.5 Explain why addition and subtraction strategies work, using place value and the properties of operations. - MAFS.2.NBT.2.9 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. - MAFS.1.NBT.3.6 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. - MAFS.2.NBT.2.5 Choose an appropriate tool and use it to measure a given object. - 1.MD.12.4 Use a ruler to measure length to the nearest inch. - 1.MD.12.3 Indirectly compare objects by length. - 1.MD.12.2 Order objects by length. - 1.MD.12.1 Make a drawing or diagram to show a problem about equal shares. - 1.G.15.4 Understand that more equal shares of the same whole create smaller shares. - 1.G.15.3 Divide shapes into 2 and 4 equal shares and use words to describe those shares. - 1.G.15.2 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. - 1.NBT.C.4 Make sense of problems and persevere in solving them. - MAFS.K12.MP.1.1 Determine whether shapes are divided into equal shares. - 1.G.15.1 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. - 1.NBT.C.5 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. - 2.OA.C.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. - 2.OA.C.4 Apply properties of operations as strategies to add and subtract. - MAFS.1.OA.2.3 Tell and write time in hours and half-hours using analog and digital clocks. - 1.MD.B.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. - MAFS.2.OA.3.4 Solve real-world and mathematical addition and subtraction problems involving whole numbers with up to 2 digits. - 2.1.2.5 Understand subtraction as an unknown-addend problem. - MAFS.1.OA.2.4 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. - MAFS.2.OA.3.3 Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) - MAFS.1.MD.2.a Use place-value understanding and properties of operations to add and subtract within 1000. - CC.2.1.2.B.3 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. - 1.G.1 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. - 1.G.2 Use place-value concepts to read, write, and skip count to 1000. - CC.2.1.2.B.2 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. Understand for these examples that decomposing into more equal shares creates smaller shares. - 1.G.3 Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. - CC.2.1.2.B.1 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: - 2.NBT.1 Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. - 2.NBT.2 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. - 2.NBT.3 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. - 1.NBT.C.6 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. - MAFS.1.G.1.1 Solve word problems that include combining three quantities whose sum is less than 10 using objects or drawings. - MAFS.1.OA.1.AP.2a Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. - 2.NBT.5 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. Understand for these examples that decomposing into more equal shares creates smaller shares. - MAFS.1.G.1.3 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter- circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. - MAFS.1.G.1.2 Explain why addition and subtraction strategies work, using place value and the properties of operations. - 2.NBT.9 Use reasoning to tell and write time. - 1.MD.13.6 Solve addition and subtraction word problems within 20. - MAFS.1.OA.1.AP.1b Tell time to the half hour. - 1.MD.13.5 Tell time to the hour using analog and digital clocks. - 1.MD.13.4 Use base ten blocks to model simple addition or subtraction equations within 20 based upon a word problem. - MAFS.1.OA.1.AP.1a Tell time to the hour. - 1.MD.13.3 Tell how much a group of coins is worth. - 1.MD.13.2 Solve one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures. - MAFS.1.OA.1.AP.1c Use counting and comparison skills to create and analyze bar graphs and tally charts. - 1.1.1.7 Tell the value of penny, nickel, dime, quarter. - 1.MD.13.1 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: - MAFS.2.NBT.1.1 Count within 1000; skip-count by 5s, 10s, and 100s. - MAFS.2.NBT.1.2 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. - MAFS.2.NBT.1.3 Find differences among various shapes. - 1.G.14.9 Put 3-D shapes together to make another 3-D shape. - 1.G.14.8 Choose the defining attributes of 3-D shapes. - 1.G.14.7 Define 3-D shapes by their number of edges, vertices, and faces or flat surfaces. - 1.G.14.6 Understand that the two digits of a two-digit number represent amounts of tens and ones. - 1.NBT.B.2 Use shapes to make different shapes. - 1.G.14.5 Put shapes together to make another shape. - 1.G.14.4 Look for and express regularity in repeated reasoning. - MAFS.K12.MP.8.1 Use different materials to make shapes. - 1.G.14.3 Define 2-D shapes by their attributes. - 1.G.14.2 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. - 1.OA.A.1 Use attributes to describe shapes. - 1.G.14.1 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. - 1.NBT.B.3 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. - 1.OA.A.2 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? - 2.MD.8a Use base ten blocks to add single digit numbers that result in two-digit sums. - MAFS.1.NBT.3.AP.4a Add a two-digit number and a multiple of 10 (e.g., 28 + 30 = ). - MAFS.1.NBT.3.AP.4b 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. - 1.MD.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. - MAFS.1.OA.1.2 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) - MAFS.1.OA.1.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. - 1.MD.A.1 English language learners communicate for social and instructional purposes within the school setting. - ELD.K12.ELL.SI.1 Order three 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I_ffbad3eb-1dcc-3a0f-8c6a-c8b17b552fc9_1_R/BasicLTI.xml I_ffd05674-2a37-3aaa-8aac-ee46db603721_R/BasicLTI.xml I_ffd1846e-a2cd-39dd-ba05-ea06e6669db6_1_R/BasicLTI.xml I_ffdbd02a-1e85-3795-8302-98d362872788_1_R/BasicLTI.xml I_ffe52ea7-0556-3ec7-93ae-50bfd62193fb_1_R/BasicLTI.xml I_ffeda30c-8699-3888-a9b9-3de584b4cdb9_1_R/BasicLTI.xml Title: enVision Mathematics 2020 Grade 1 Description: enVision Mathematics 2020 Grade 1 Grade 1 Readiness Tests Grade 1 Readiness Test Grade 1 Online Readiness Test 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 Math Practices Animations (Spanish) Animaciones de Prácticas matemáticas 1 Animaciones de Prácticas matemáticas 2 Animaciones de Prácticas matemáticas 3 Animaciones de Prácticas matemáticas 4 Animaciones de Prácticas matemáticas 5 Animaciones de Prácticas matemáticas 6 Animaciones de Prácticas matemáticas 7 Animaciones de Prácticas matemáticas 8 Academic Vocabulary Academic Vocabulary: Agree/Disagree Academic Vocabulary: Analyze Academic Vocabulary: Appropriate Academic Vocabulary: Argument Academic Vocabulary: Attention Academic Vocabulary: Conclude Academic Vocabulary: Connect Academic Vocabulary: Consistent Academic Vocabulary: Construct Academic Vocabulary: Continue Academic Vocabulary: Decide Academic Vocabulary: Define Academic Vocabulary: Describe Academic Vocabulary: Develop Academic Vocabulary: Directions Academic Vocabulary: Discover Academic Vocabulary: Examine Academic Vocabulary: Explore Academic Vocabulary: Extend Academic Vocabulary: Identify Academic Vocabulary: Include Academic Vocabulary: Label Academic Vocabulary: Make sense Academic Vocabulary: Mental Academic Vocabulary: Observe Academic Vocabulary: Plan Academic Vocabulary: Practice Academic Vocabulary: Precise Academic Vocabulary: Reason Academic Vocabulary: Relate Academic Vocabulary: Repeat Academic Vocabulary: Represent Academic Vocabulary: Result Academic Vocabulary: Review Academic Vocabulary: Select Academic Vocabulary: Solution Academic Vocabulary: Solve Academic Vocabulary: Strategy Academic Vocabulary: Suggestion Academic Vocabulary: Value Topic 1: Understand Addition and Subtraction Topic 1: Animated Math Story: Subtraction Dance Party Topic 1: Today's Challenge Topic 1: Beginning of Topic Interactive Student Edition: Beginning of Topic 1 Topic 1: enVision STEM Activity Topic 1: Review What You Know Topic 1: Vocabulary Cards 1-1: Add To Interactive Student Edition: Grade 1 Lesson 1-1 Math Anytime 1-1: Daily Review Topic 1: Today's Challenge Step 1: Problem-Based Learning 1-1: Solve & Share Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 1-1: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 1-1: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. Practice and Problem Solving 1-1: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 1-1: Interactive Practice Buddy 1-1: Interactive Additional Practice Step 3: Assess & Differentiate 1-1: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 1-1: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 1-1: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 1-1: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 1-1: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 1-1: Enrichment Game: Tentacles 1-1: Pick a Project 1-1: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. Spanish Resources 1-1:eText del Libro del estudiante 1-1:Repaso diario 1-1:Aprendizaje visual 1-1: Amigo de práctica interactiva 1-1:Práctica adicional interactiva 1-1:Refuerzo para mejorar la comprensión 1-1:Desarrollar la competencia matemática 1-1:Ampliación 1-2: Put Together Interactive Student Edition: Grade 1 Lesson 1-2 Math Anytime 1-2: Daily Review Topic 1: Today's Challenge Step 1: Problem-Based Learning 1-2: Solve & Share Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 1-2: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 1-2: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. Practice and Problem Solving 1-2: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 1-2: Interactive Practice Buddy 1-2: Interactive Additional Practice Step 3: Assess & Differentiate 1-2: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 1-2: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 1-2: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 1-2: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 1-2: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 1-2: Enrichment Game: Tentacles 1-2: Pick a Project Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 1-2: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. Spanish Resources 1-2:eText del Libro del estudiante 1-2:Repaso diario 1-2:Aprendizaje visual 1-2: Amigo de práctica interactiva 1-2:Práctica adicional interactiva 1-2:Refuerzo para mejorar la comprensión 1-2:Desarrollar la competencia matemática 1-2:Ampliación 1-3: Both Addends Unknown Interactive Student Edition: Grade 1 Lesson 1-3 Math Anytime 1-3: Daily Review Topic 1: Today's Challenge Step 1: Problem-Based Learning 1-3: Solve & Share Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length- based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 1-3: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length- based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 1-3: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length- based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. Practice and Problem Solving 1-3: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length- based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 1-3: Interactive Practice Buddy 1-3: Interactive Additional Practice Step 3: Assess & Differentiate 1-3: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length- based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 1-3: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length- based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 1-3: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length- based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 1-3: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length- based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 1-3: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 1-3: Enrichment 1-3 Digital Math Tool Activity 1-3: Pick a Project Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length- based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 1-3: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length- based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. Spanish Resources 1-3:eText del Libro del estudiante 1-3:Repaso diario 1-3:Aprendizaje visual 1-3: Amigo de práctica interactiva 1-3:Práctica adicional interactiva 1-3:Refuerzo para mejorar la comprensión 1-3:Desarrollar la competencia matemática 1-3:Ampliación 1-4: Take From Interactive Student Edition: Grade 1 Lesson 1-4 Math Anytime 1-4: Daily Review Topic 1: Today's Challenge Step 1: Problem-Based Learning 1-4: Solve & Share Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 1-4: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 1-4: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. Practice and Problem Solving 1-4: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 1-4: Interactive Practice Buddy 1-4: Interactive Additional Practice Step 3: Assess & Differentiate 1-4: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 1-4: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 1-4: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 1-4: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 1-4: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 1-4: Enrichment 1-4 Digital Math Tool Activity 1-4: Problem-Solving Reading Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 1-4: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. Spanish Resources 1-4:eText del Libro del estudiante 1-4:Repaso diario 1-4:Aprendizaje visual 1-4: Amigo de práctica interactiva 1-4:Práctica adicional interactiva 1-4:Refuerzo para mejorar la comprensión 1-4:Desarrollar la competencia matemática 1-4:Ampliación 1-5: Compare Situations Interactive Student Edition: Grade 1 Lesson 1-5 Math Anytime 1-5: Daily Review Topic 1: Today's Challenge Step 1: Problem-Based Learning 1-5: Solve & Share Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 1-5: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-5: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Practice and Problem Solving 1-5: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-5: Interactive Practice Buddy 1-5: Interactive Additional Practice Step 3: Assess & Differentiate 1-5: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-5: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-5: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-5: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-5: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 1-5: Enrichment 1-5 Digital Math Tool Activity 1-5: Pick a Project Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-5: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Spanish Resources 1-5:eText del Libro del estudiante 1-5:Repaso diario 1-5:Aprendizaje visual 1-5: Amigo de práctica interactiva 1-5:Práctica adicional interactiva 1-5:Refuerzo para mejorar la comprensión 1-5:Desarrollar la competencia matemática 1-5:Ampliación Topic 1: 3-Act Math: Grab a Bite Interactive Student Edition: Grade 1,Topic 1: 3-Act Math Mathematical Modeling Topic 1: 3-Act Math: Grab a Bite, Act 1 Topic 1: 3-Act Math: Grab a Bite, Act 2 Topic 1: 3-Act Math: Grab a Bite, Act 3 Topic 1: 3-Act Math: Grab a Bite, Sequel 1-6: More Compare Situations Interactive Student Edition: Grade 1 Lesson 1-6 Math Anytime 1-6: Daily Review Topic 1: Today's Challenge Step 1: Problem-Based Learning 1-6: Solve & Share Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 1-6: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-6: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Practice and Problem Solving 1-6: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-6: Interactive Practice Buddy 1-6: Interactive Additional Practice Step 3: Assess & Differentiate 1-6: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-6: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-6: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-6: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-6: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 1-6: Enrichment 1-6 Digital Math Tool Activity 1-6: enVision STEM Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-6: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Spanish Resources 1-6:eText del Libro del estudiante 1-6:Repaso diario 1-6:Aprendizaje visual 1-6: Amigo de práctica interactiva 1-6:Práctica adicional interactiva 1-6:Refuerzo para mejorar la comprensión 1-6:Desarrollar la competencia matemática 1-6:Ampliación 1-7: Change Unknown Interactive Student Edition: Grade 1 Lesson 1-7 Math Anytime 1-7: Daily Review Topic 1: Today's Challenge Step 1: Problem-Based Learning 1-7: Solve & Share Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 1-7: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-7: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Practice and Problem Solving 1-7: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-7: Interactive Practice Buddy 1-7: Interactive Additional Practice Step 3: Assess & Differentiate 1-7: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-7: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-7: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-7: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-7: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 1-7: Enrichment 1-7 Digital Math Tool Activity 1-7: Problem-Solving Reading Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-7: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Spanish Resources 1-7:eText del Libro del estudiante 1-7:Repaso diario 1-7:Aprendizaje visual 1-7: Amigo de práctica interactiva 1-7:Práctica adicional interactiva 1-7:Refuerzo para mejorar la comprensión 1-7:Desarrollar la competencia matemática 1-7:Ampliación 1-8: Practice Adding and Subtracting Interactive Student Edition: Grade 1 Lesson 1-8 Math Anytime 1-8: Daily Review Topic 1: Today's Challenge Step 1: Problem-Based Learning 1-8: Solve & Share Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 1-8: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-8: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Practice and Problem Solving 1-8: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-8: Interactive Practice Buddy 1-8: Interactive Additional Practice Step 3: Assess & Differentiate 1-8: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-8: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-8: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-8: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-8: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 1-8: Enrichment Game: Fancy Flea - Missing Parts to 12 1-8: enVision STEM Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-8: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Spanish Resources 1-8:eText del Libro del estudiante 1-8:Repaso diario 1-8:Aprendizaje visual 1-8: Amigo de práctica interactiva 1-8:Práctica adicional interactiva 1-8:Refuerzo para mejorar la comprensión 1-8:Desarrollar la competencia matemática 1-8:Ampliación 1-9: Problem Solving: Construct Arguments Interactive Student Edition: Grade 1 Lesson 1-9 Math Anytime 1-9: Daily Review Topic 1: Today's Challenge Step 1: Problem-Based Learning 1-9: Solve & Share Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Construct viable arguments and critique the reasoning of others. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 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. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Represent and solve problems involving addition and subtraction within 20. Construct viable arguments and critique the reasoning of others. Use words, pictures, objects, length- based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 1-9: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 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. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Represent and solve problems involving addition and subtraction within 20. Construct viable arguments and critique the reasoning of others. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-9: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 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. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Represent and solve problems involving addition and subtraction within 20. Construct viable arguments and critique the reasoning of others. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Practice and Problem Solving 1-9: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 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. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Represent and solve problems involving addition and subtraction within 20. Construct viable arguments and critique the reasoning of others. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-9: Interactive Additional Practice Step 3: Assess & Differentiate 1-9: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 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. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Represent and solve problems involving addition and subtraction within 20. Construct viable arguments and critique the reasoning of others. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-9: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 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. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Represent and solve problems involving addition and subtraction within 20. Construct viable arguments and critique the reasoning of others. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-9: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 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. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Represent and solve problems involving addition and subtraction within 20. Construct viable arguments and critique the reasoning of others. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-9: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 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. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Represent and solve problems involving addition and subtraction within 20. Construct viable arguments and critique the reasoning of others. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-9: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 1-9: Enrichment Game: Tentacles 1-9: Pick a Project Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 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. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Represent and solve problems involving addition and subtraction within 20. Construct viable arguments and critique the reasoning of others. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-9: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 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. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Represent and solve problems involving addition and subtraction within 20. Construct viable arguments and critique the reasoning of others. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Spanish Resources 1-9:eText del Libro del estudiante 1-9:Repaso diario 1-9:Aprendizaje visual 1-9:Práctica adicional interactiva 1-9:Refuerzo para mejorar la comprensión 1-9:Desarrollar la competencia matemática 1-9:Ampliación Topic 1: End of Topic Interactive Student Edition: End of Topic 1 Topic 1: Fluency Practice Activity Topic 1: Vocabulary Review Topic 1: Reteaching Interactive Student Edition: Topic 1 Assessment Practice Interactive Student Edition: Topic 1 Performance Task Topic 1 Performance Task Topic 1 Assessment 1-1: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 1-2: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 1-4: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 1-5: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-6: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Game: Fancy Flea - Missing Parts to 12 Topic 1 Online Assessment: Printable Topic 1 Online Assessment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. Solve addition problems involving situations of adding one part to another part. Solve addition problems involving situations of putting two parts together. Solve subtraction problems that involve comparing to find how many more objects are in one group than another group. Solve subtraction problems that involve comparing to find how many fewer objects are in one group than another group. Topic 1 Spanish Assessments Tema 1: Tarea de rendimento Tema 1: Evaluación Topic 2: Fluently Add and Subtract Within 10 Topic 2: Animated Math Story: Addition at the Zoo Topic 2: Today's Challenge Topic 2: Beginning of Topic Interactive Student Edition: Beginning of Topic 2 Topic 2: enVision STEM Activity Topic 2: Review What You Know Topic 2: Vocabulary Cards 2-1: Count On to Add Interactive Student Edition: Grade 1 Lesson 2-1 Math Anytime 2-1: Daily Review Topic 2: Today's Challenge Step 1: Problem-Based Learning 2-1: Solve & Share Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add by counting on from a number. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 2-1: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add by counting on from a number. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-1: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add by counting on from a number. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Practice and Problem Solving 2-1: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add by counting on from a number. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-1: Interactive Practice Buddy 2-1: Interactive Additional Practice Step 3: Assess & Differentiate 2-1: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add by counting on from a number. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-1: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add by counting on from a number. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-1: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add by counting on from a number. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-1: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add by counting on from a number. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-1: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 2-1: Enrichment 2-1 Digital Math Tool Activity 2-1: Pick a Project Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add by counting on from a number. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-1: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add by counting on from a number. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Spanish Resources 2-1:eText del Libro del estudiante 2-1:Repaso diario 2-1:Aprendizaje visual 2-1: Amigo de práctica interactiva 2-1:Práctica adicional interactiva 2-1:Refuerzo para mejorar la comprensión 2-1:Desarrollar la competencia matemática 2-1:Ampliación 2-2: Doubles Interactive Student Edition: Grade 1 Lesson 2-2 Math Anytime 2-2: Daily Review Topic 2: Today's Challenge Step 1: Problem-Based Learning 2-2: Solve & Share Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use doubles to solve problems. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 2-2: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use doubles to solve problems. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-2: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use doubles to solve problems. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Practice and Problem Solving 2-2: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use doubles to solve problems. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-2: Interactive Practice Buddy 2-2: Interactive Additional Practice Step 3: Assess & Differentiate 2-2: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use doubles to solve problems. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-2: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use doubles to solve problems. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-2: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use doubles to solve problems. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-2: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use doubles to solve problems. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-2: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 2-2: Enrichment 2-2 Digital Math Tool Activity 2-2: enVision STEM Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use doubles to solve problems. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-2: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use doubles to solve problems. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Spanish Resources 2-2:eText del Libro del estudiante 2-2:Repaso diario 2-2:Aprendizaje visual 2-2: Amigo de práctica interactiva 2-2:Práctica adicional interactiva 2-2:Refuerzo para mejorar la comprensión 2-2:Desarrollar la competencia matemática 2-2:Ampliación 2-3: Near Doubles Interactive Student Edition: Grade 1 Lesson 2-3 Math Anytime 2-3: Daily Review Topic 2: Today's Challenge Step 1: Problem-Based Learning 2-3: Solve & Share Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 2-3: Visual Learning Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 2-3: Convince Me! Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Practice and Problem Solving 2-3: Student Edition Practice Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 2-3: Interactive Practice Buddy 2-3: Interactive Additional Practice Step 3: Assess & Differentiate 2-3: Another Look Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 2-3: Enrichment Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 2-3: Quick Check Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 2-3: Reteach to Build Understanding Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 2-3: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 2-3: Enrichment 2-3 Digital Math Tool Activity 2-3: Pick a Project Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 2-3: Another Look Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Spanish Resources 2-3:eText del Libro del estudiante 2-3:Repaso diario 2-3:Aprendizaje visual 2-3: Amigo de práctica interactiva 2-3:Práctica adicional interactiva 2-3:Refuerzo para mejorar la comprensión 2-3:Desarrollar la competencia matemática 2-3:Ampliación 2-4: Facts with 5 on a Ten-Frame Interactive Student Edition: Grade 1 Lesson 2-4 Math Anytime 2-4: Daily Review Topic 2: Today's Challenge Step 1: Problem-Based Learning 2-4: Solve & Share Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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 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. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 2-4: Visual Learning Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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 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. 2-4: Convince Me! Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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 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. Practice and Problem Solving 2-4: Student Edition Practice Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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 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. 2-4: Interactive Practice Buddy 2-4: Interactive Additional Practice Step 3: Assess & Differentiate 2-4: Another Look Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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 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. 2-4: Enrichment Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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 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. 2-4: Quick Check Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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 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. 2-4: Reteach to Build Understanding Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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 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. 2-4: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 2-4: Enrichment 2-4 Digital Math Tool Activity 2-4: Pick a Project Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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 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. 2-4: Another Look Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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 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. Spanish Resources 2-4:eText del Libro del estudiante 2-4:Repaso diario 2-4:Aprendizaje visual 2-4: Amigo de práctica interactiva 2-4:Práctica adicional interactiva 2-4:Refuerzo para mejorar la comprensión 2-4:Desarrollar la competencia matemática 2-4:Ampliación 2-5: Add in Any Order Interactive Student Edition: Grade 1 Lesson 2-5 Math Anytime 2-5: Daily Review Topic 2: Today's Challenge Step 1: Problem-Based Learning 2-5: Solve & Share Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Use the same addends to write two different equations with the same sum. Find number patterns on a number chart. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 addition or subtraction basic facts to represent a given problem situation using a number sentence. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 2-5: Visual Learning Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Use the same addends to write two different equations with the same sum. Find number patterns on a number chart. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 addition or subtraction basic facts to represent a given problem situation using a number sentence. Recognize addition as commutative. 2-5: Convince Me! Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Use the same addends to write two different equations with the same sum. Find number patterns on a number chart. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 addition or subtraction basic facts to represent a given problem situation using a number sentence. Practice and Problem Solving 2-5: Student Edition Practice Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Use the same addends to write two different equations with the same sum. Find number patterns on a number chart. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-5: Interactive Practice Buddy 2-5: Interactive Additional Practice Step 3: Assess & Differentiate 2-5: Another Look Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Use the same addends to write two different equations with the same sum. Find number patterns on a number chart. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-5: Enrichment Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Use the same addends to write two different equations with the same sum. Find number patterns on a number chart. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-5: Quick Check Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Use the same addends to write two different equations with the same sum. Find number patterns on a number chart. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-5: Reteach to Build Understanding Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Use the same addends to write two different equations with the same sum. Find number patterns on a number chart. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 addition or subtraction basic facts to represent a given problem situation using a number sentence. Recognize addition as commutative. 2-5: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 2-5: Enrichment Game: Tentacles 2-5: Pick a Project Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Use the same addends to write two different equations with the same sum. Find number patterns on a number chart. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-5: Another Look Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Use the same addends to write two different equations with the same sum. Find number patterns on a number chart. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 addition or subtraction basic facts to represent a given problem situation using a number sentence. Recognize addition as commutative. Spanish Resources 2-5:eText del Libro del estudiante 2-5:Repaso diario 2-5:Aprendizaje visual 2-5: Amigo de práctica interactiva 2-5:Práctica adicional interactiva 2-5:Refuerzo para mejorar la comprensión 2-5:Desarrollar la competencia matemática 2-5:Ampliación 2-6: Count Back to Subtract Interactive Student Edition: Grade 1 Lesson 2-6 Math Anytime 2-6: Daily Review Topic 2: Today's Challenge Step 1: Problem-Based Learning 2-6: Solve & Share Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Count back to solve subtraction problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 2-6: Visual Learning Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Count back to solve subtraction problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part- total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-6: Convince Me! Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Count back to solve subtraction problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part- total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Practice and Problem Solving 2-6: Student Edition Practice Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Count back to solve subtraction problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part- total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-6: Interactive Practice Buddy 2-6: Interactive Additional Practice Step 3: Assess & Differentiate 2-6: Another Look Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Count back to solve subtraction problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part- total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-6: Enrichment Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Count back to solve subtraction problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part- total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-6: Quick Check Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Count back to solve subtraction problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part- total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-6: Reteach to Build Understanding Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Count back to solve subtraction problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part- total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-6: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 2-6: Enrichment 2-6 Digital Math Tool Activity 2-6: Problem-Solving Reading Activity Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Count back to solve subtraction problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part- total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-6: Another Look Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Count back to solve subtraction problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part- total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Spanish Resources 2-6:eText del Libro del estudiante 2-6:Repaso diario 2-6:Aprendizaje visual 2-6: Amigo de práctica interactiva 2-6:Práctica adicional interactiva 2-6:Refuerzo para mejorar la comprensión 2-6:Desarrollar la competencia matemática 2-6:Ampliación 2-7: Think Addition to Subtract Interactive Student Edition: Grade 1 Lesson 2-7 Math Anytime 2-7: Daily Review Topic 2: Today's Challenge Step 1: Problem-Based Learning 2-7: Solve & Share Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, 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. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 2-7: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, 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. Add and subtract within 10, demonstrating fluency for addition and subtraction within 5. 2-7: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, 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. Practice and Problem Solving 2-7: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, 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. 2-7: Interactive Practice Buddy 2-7: Interactive Additional Practice Step 3: Assess & Differentiate 2-7: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, 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. 2-7: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, 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. 2-7: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, 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. 2-7: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, 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. Add and subtract within 10, demonstrating fluency for addition and subtraction within 5. 2-7: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 2-7: Enrichment Game: Flying Cow Incident - Adding and Subtracting Numbers to 20 2-7: Pick a Project Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, 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. 2-7: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, 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. Add and subtract within 10, demonstrating fluency for addition and subtraction within 5. Spanish Resources 2-7:eText del Libro del estudiante 2-7:Repaso diario 2-7:Aprendizaje visual 2-7: Amigo de práctica interactiva 2-7:Práctica adicional interactiva 2-7:Refuerzo para mejorar la comprensión 2-7:Desarrollar la competencia matemática 2-7:Ampliación 2-8: Solve Word Problems with Facts to 10 Interactive Student Edition: Grade 1 Lesson 2-8 Math Anytime 2-8: Daily Review Topic 2: Today's Challenge Step 1: Problem-Based Learning 2-8: Solve & Share Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 2-8: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-8: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Practice and Problem Solving 2-8: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-8: Interactive Practice Buddy 2-8: Interactive Additional Practice Step 3: Assess & Differentiate 2-8: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-8: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-8: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-8: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-8: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 2-8: Enrichment 2-8 Digital Math Tool Activity 2-8: enVision STEM Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-8: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Spanish Resources 2-8:eText del Libro del estudiante 2-8:Repaso diario 2-8:Aprendizaje visual 2-8: Amigo de práctica interactiva 2-8:Práctica adicional interactiva 2-8:Refuerzo para mejorar la comprensión 2-8:Desarrollar la competencia matemática 2-8:Ampliación 2-9: Problem Solving: Look For and Use Structure Interactive Student Edition: Grade 1 Lesson 2-9 Math Anytime 2-9: Daily Review Topic 2: Today's Challenge Step 1: Problem-Based Learning 2-9: Solve & Share Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Use structure and identify patterns in order to solve problems. Find number patterns on a number chart. Look for and make use of structure. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Look for and make use of structure. Use words, pictures, objects, length-based models (connecting cubes), 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 2-9: Visual Learning Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Use structure and identify patterns in order to solve problems. Find number patterns on a number chart. Look for and make use of structure. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Look for and make use of structure. Use words, pictures, objects, length-based models (connecting cubes), 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. 2-9: Convince Me! Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Use structure and identify patterns in order to solve problems. Find number patterns on a number chart. Look for and make use of structure. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Look for and make use of structure. Use words, pictures, objects, length-based models (connecting cubes), 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. Practice and Problem Solving 2-9: Student Edition Practice Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Use structure and identify patterns in order to solve problems. Find number patterns on a number chart. Look for and make use of structure. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Look for and make use of structure. Use words, pictures, objects, length-based models (connecting cubes), 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. 2-9: Interactive Additional Practice Step 3: Assess & Differentiate 2-9: Another Look Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Use structure and identify patterns in order to solve problems. Find number patterns on a number chart. Look for and make use of structure. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Look for and make use of structure. Use words, pictures, objects, length-based models (connecting cubes), 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. 2-9: Enrichment Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Use structure and identify patterns in order to solve problems. Find number patterns on a number chart. Look for and make use of structure. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Look for and make use of structure. Use words, pictures, objects, length-based models (connecting cubes), 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. 2-9: Quick Check Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Use structure and identify patterns in order to solve problems. Find number patterns on a number chart. Look for and make use of structure. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Look for and make use of structure. Use words, pictures, objects, length-based models (connecting cubes), 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. 2-9: Reteach to Build Understanding Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Use structure and identify patterns in order to solve problems. Find number patterns on a number chart. Look for and make use of structure. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Look for and make use of structure. Use words, pictures, objects, length-based models (connecting cubes), 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. 2-9: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 2-9: Enrichment Game: Fluency - Add and Subtract within 10 2-9: Problem-Solving Reading Activity Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Count back to solve subtraction problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part- total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-9: Another Look Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Use structure and identify patterns in order to solve problems. Find number patterns on a number chart. Look for and make use of structure. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Look for and make use of structure. Use words, pictures, objects, length-based models (connecting cubes), 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. Spanish Resources 2-9:eText del Libro del estudiante 2-9:Repaso diario 2-9:Aprendizaje visual 2-9:Práctica adicional interactiva 2-9:Refuerzo para mejorar la comprensión 2-9:Desarrollar la competencia matemática 2-9:Ampliación Topic 2: End of Topic Interactive Student Edition: End of Topic 2 Topic 2: Fluency Practice Activity Topic 2: Vocabulary Review Topic 2: Reteaching Interactive Student Edition: Topic 2 Assessment Practice Interactive Student Edition: Topic 2 Performance Task Topic 2 Performance Task Topic 2 Assessment 2-1: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add by counting on from a number. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-2: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use doubles to solve problems. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-3: Visual Learning Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 2-4: Visual Learning Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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 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. 2-5: Visual Learning Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Use the same addends to write two different equations with the same sum. Find number patterns on a number chart. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-6: Visual Learning Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Count back to solve subtraction problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part- total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-7: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, 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. 2-8: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Game: Flying Cow Incident - 1-Digit Numbers Topic 2 Online Assessment: Printable Topic 2 Online Assessment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. For example, 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). Apply properties of operations as strategies to add and subtract. Examples: 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.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Understand subtraction as an unknown-addend problem. Understand subtraction as an unknown-addend problem. Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Understand and apply properties of operations and the relationship between addition and subtraction. 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. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count back to solve subtraction problems. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Use the same addends to write two different equations with the same sum. Find number patterns on a number chart. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Solve problems using near doubles facts. Use doubles to solve problems. Add by counting on from a number. Topic 2 Spanish Assessments Tema 2: Tarea de rendimento Tema 2: Evaluación Topic 3: Addition Facts to 20: Use Strategies Topic 3: Animated Math Story: Monkey Doubles Topic 3: Today's Challenge Topic 3: Beginning of Topic Interactive Student Edition: Beginning of Topic 3 Topic 3: enVision STEM Activity Topic 3: Review What You Know Topic 3: Vocabulary Cards 3-1: Count On to Add Interactive Student Edition: Grade 1 Lesson 3-1 Math Anytime 3-1: Daily Review Topic 3: Today's Challenge Step 1: Problem-Based Learning 3-1: Solve & Share Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count on to add using a number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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 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. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 3-1: Visual Learning Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count on to add using a number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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 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 counting on to find the sum of two addends. 3-1: Convince Me! Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count on to add using a number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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 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. Practice and Problem Solving 3-1: Student Edition Practice Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count on to add using a number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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 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. 3-1: Interactive Practice Buddy 3-1: Interactive Additional Practice Step 3: Assess & Differentiate 3-1: Another Look Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count on to add using a number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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 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. 3-1: Enrichment Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count on to add using a number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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 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. 3-1: Quick Check Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count on to add using a number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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 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. 3-1: Reteach to Build Understanding Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count on to add using a number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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 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 counting on to find the sum of two addends. 3-1: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 3-1: Enrichment 3-1 Digital Math Tool Activity 3-1: Problem-Solving Reading Activity Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count on to add using a number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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 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. 3-1: Another Look Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count on to add using a number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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 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 counting on to find the sum of two addends. Spanish Resources 3-1:eText del Libro del estudiante 3-1:Repaso diario 3-1:Aprendizaje visual 3-1: Amigo de práctica interactiva 3-1:Práctica adicional interactiva 3-1:Refuerzo para mejorar la comprensión 3-1:Desarrollar la competencia matemática 3-1:Ampliación 3-2: Count On to Add Using an Open Number Line Interactive Student Edition: Grade 1 Lesson 3-2 Math Anytime 3-2: Daily Review Topic 3: Today's Challenge Step 1: Problem-Based Learning 3-2: Solve & Share Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 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. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count on to add using an open number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving 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. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 3-2: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 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 (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 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. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count on to add using an open number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving 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. 3-2: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 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 (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 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. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count on to add using an open number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving 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. Practice and Problem Solving 3-2: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 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 (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 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. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count on to add using an open number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving 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. 3-2: Interactive Practice Buddy 3-2: Interactive Additional Practice Step 3: Assess & Differentiate 3-2: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 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 (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 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. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count on to add using an open number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving 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. 3-2: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 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 (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 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. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count on to add using an open number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving 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. 3-2: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 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 (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 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. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count on to add using an open number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving 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. 3-2: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 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 (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 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. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count on to add using an open number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving 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. 3-2: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 3-2: Enrichment Game: Fancy Flea - Missing Parts to 12 3-2: enVision STEM Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 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 (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 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. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count on to add using an open number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving 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. 3-2: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 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 (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 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. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count on to add using an open number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving 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. Spanish Resources 3-2:eText del Libro del estudiante 3-2:Repaso diario 3-2:Aprendizaje visual 3-2: Amigo de práctica interactiva 3-2:Práctica adicional interactiva 3-2:Refuerzo para mejorar la comprensión 3-2:Desarrollar la competencia matemática 3-2:Ampliación 3-3: Doubles Interactive Student Edition: Grade 1 Lesson 3-3 Math Anytime 3-3: Daily Review Topic 3: Today's Challenge Step 1: Problem-Based Learning 3-3: Solve & Share Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Memorize doubles facts. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length- based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 3-3: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Memorize doubles facts. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-3: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Memorize doubles facts. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Practice and Problem Solving 3-3: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Memorize doubles facts. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-3: Interactive Practice Buddy 3-3: Interactive Additional Practice Step 3: Assess & Differentiate 3-3: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Memorize doubles facts. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-3: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Memorize doubles facts. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-3: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Memorize doubles facts. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-3: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Memorize doubles facts. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-3: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 3-3: Enrichment 3-3 Digital Math Tool Activity 3-3: Pick a Project Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Memorize doubles facts. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-3: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Memorize doubles facts. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Spanish Resources 3-3:eText del Libro del estudiante 3-3:Repaso diario 3-3:Aprendizaje visual 3-3: Amigo de práctica interactiva 3-3:Práctica adicional interactiva 3-3:Refuerzo para mejorar la comprensión 3-3:Desarrollar la competencia matemática 3-3:Ampliación 3-4: Doubles Plus Interactive Student Edition: Grade 1 Lesson 3-4 Math Anytime 3-4: Daily Review Topic 3: Today's Challenge Step 1: Problem-Based Learning 3-4: Solve & Share Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use doubles facts to solve doubles-plus facts. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 3-4: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use doubles facts to solve doubles-plus facts. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-4: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use doubles facts to solve doubles-plus facts. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Practice and Problem Solving 3-4: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use doubles facts to solve doubles-plus facts. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-4: Interactive Practice Buddy 3-4: Interactive Additional Practice Step 3: Assess & Differentiate 3-4: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use doubles facts to solve doubles-plus facts. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-4: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use doubles facts to solve doubles-plus facts. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-4: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use doubles facts to solve doubles-plus facts. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-4: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use doubles facts to solve doubles-plus facts. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-4: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 3-4: Enrichment Game: Flying Cow Incident - Adding and Subtracting Numbers to 20 3-4: Pick a Project Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use doubles facts to solve doubles-plus facts. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-4: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use doubles facts to solve doubles-plus facts. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Spanish Resources 3-4:eText del Libro del estudiante 3-4:Repaso diario 3-4:Aprendizaje visual 3-4: Amigo de práctica interactiva 3-4:Práctica adicional interactiva 3-4:Refuerzo para mejorar la comprensión 3-4:Desarrollar la competencia matemática 3-4:Ampliación 3-5: Make 10 to Add Interactive Student Edition: Grade 1 Lesson 3-5 Math Anytime 3-5: Daily Review Topic 3: Today's Challenge Step 1: Problem-Based Learning 3-5: Solve & Share Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make 10 to add numbers to 20. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 3-5: Visual Learning Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make 10 to add numbers to 20. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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 base ten blocks to add single digit numbers that result in two-digit sums. 3-5: Convince Me! Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make 10 to add numbers to 20. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. Practice and Problem Solving 3-5: Student Edition Practice Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make 10 to add numbers to 20. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. 3-5: Interactive Practice Buddy 3-5: Interactive Additional Practice Step 3: Assess & Differentiate 3-5: Another Look Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make 10 to add numbers to 20. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. 3-5: Enrichment Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make 10 to add numbers to 20. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. 3-5: Quick Check Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make 10 to add numbers to 20. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. 3-5: Reteach to Build Understanding Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make 10 to add numbers to 20. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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 base ten blocks to add single digit numbers that result in two-digit sums. 3-5: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 3-5: Enrichment 3-5: Pick a Project Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make 10 to add numbers to 20. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. 3-5 Digital Math Tool Activity 3-5: Another Look Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make 10 to add numbers to 20. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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 base ten blocks to add single digit numbers that result in two-digit sums. Spanish Resources 3-5:eText del Libro del estudiante 3-5:Repaso diario 3-5:Aprendizaje visual 3-5: Amigo de práctica interactiva 3-5:Práctica adicional interactiva 3-5:Refuerzo para mejorar la comprensión 3-5:Desarrollar la competencia matemática 3-5:Ampliación 3-6: Continue to Make 10 to Add Interactive Student Edition: Grade 1 Lesson 3-6 Math Anytime 3-6: Daily Review Topic 3: Today's Challenge Step 1: Problem-Based Learning 3-6: Solve & Share Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make 10 to add numbers to 20. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 3-6: Visual Learning Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make 10 to add numbers to 20. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. 3-6: Convince Me! Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make 10 to add numbers to 20. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. Practice and Problem Solving 3-6: Student Edition Practice Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make 10 to add numbers to 20. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. 3-6: Interactive Practice Buddy 3-6: Interactive Additional Practice Step 3: Assess & Differentiate 3-6: Another Look Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make 10 to add numbers to 20. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. 3-6: Enrichment Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make 10 to add numbers to 20. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. 3-6: Quick Check Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make 10 to add numbers to 20. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. 3-6: Reteach to Build Understanding Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make 10 to add numbers to 20. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. 3-6: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 3-6: Enrichment Game: Fluency - Add and Subtract within 10 3-6: Pick a Project Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make 10 to add numbers to 20. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. 3-6: Another Look Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make 10 to add numbers to 20. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. Spanish Resources 3-6:eText del Libro del estudiante 3-6:Repaso diario 3-6:Aprendizaje visual 3-6: Amigo de práctica interactiva 3-6:Práctica adicional interactiva 3-6:Refuerzo para mejorar la comprensión 3-6:Desarrollar la competencia matemática 3-6:Ampliación 3-7: Explain Addition Strategies Interactive Student Edition: Grade 1 Lesson 3-7 Math Anytime 3-7: Daily Review Topic 3: Today's Challenge Step 1: Problem-Based Learning 3-7: Solve & Share Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Solve addition problems using different strategies. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 3-7: Visual Learning Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Solve addition problems using different strategies. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-7: Convince Me! Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Solve addition problems using different strategies. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Practice and Problem Solving 3-7: Student Edition Practice Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Solve addition problems using different strategies. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-7: Interactive Practice Buddy 3-7: Interactive Additional Practice Step 3: Assess & Differentiate 3-7: Another Look Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Solve addition problems using different strategies. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-7: Enrichment Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Solve addition problems using different strategies. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-7: Quick Check Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Solve addition problems using different strategies. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-7: Reteach to Build Understanding Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Solve addition problems using different strategies. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-7: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 3-7: Enrichment 3-7 :Digital Math Tool Activities 3-7: Pick a Project Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Solve addition problems using different strategies. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-7: Another Look Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Solve addition problems using different strategies. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Spanish Resources 3-7:eText del Libro del estudiante 3-7:Repaso diario 3-7:Aprendizaje visual 3-7: Amigo de práctica interactiva 3-7:Práctica adicional interactiva 3-7:Refuerzo para mejorar la comprensión 3-7:Desarrollar la competencia matemática 3-7:Ampliación Topic 3: 3-Act Math: Go for a Spin Interactive Student Edition: Grade 1,Topic 3: 3-Act Math Mathematical Modeling Topic 3: 3-Act Math: Go for a Spin, Act 1 Topic 3: 3-Act Math: Go for a Spin, Act 2 Topic 3: 3-Act Math: Go for a Spin, Act 3 Topic 3: 3-Act Math: Go for a Spin, Sequel 3-8: Solve Addition Word Problems with Facts to 20 Interactive Student Edition: Grade 1 Lesson 3-8 Math Anytime 3-8: Daily Review Topic 3: Today's Challenge Step 1: Problem-Based Learning 3-8: Solve & Share Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 3-8: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Solve addition and subtraction word problems within 20. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-8: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Practice and Problem Solving 3-8: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-8: Interactive Practice Buddy 3-8: Interactive Additional Practice Step 3: Assess & Differentiate 3-8: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Solve addition and subtraction word problems within 20. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-8: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-8: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-8: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Solve addition and subtraction word problems within 20. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-8: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 3-8: Enrichment 3-8 Digital Math Tool Activity 3-8: Problem-Solving Reading Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-8: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Solve addition and subtraction word problems within 20. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Spanish Resources 3-8:eText del Libro del estudiante 3-8:Repaso diario 3-8:Aprendizaje visual 3-8: Amigo de práctica interactiva 3-8:Práctica adicional interactiva 3-8:Refuerzo para mejorar la comprensión 3-8:Desarrollar la competencia matemática 3-8:Ampliación 3-9: Problem Solving: Critique Reasoning Interactive Student Edition: Grade 1 Lesson 3-9 Math Anytime 3-9: Daily Review Topic 3: Today's Challenge Step 1: Problem-Based Learning 3-9: Solve & Share Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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. Examples: 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.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 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. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Construct viable arguments and critique the reasoning of others. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 3-9: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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. Examples: 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.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 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. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Construct viable arguments and critique the reasoning of others. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-9: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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. Examples: 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.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 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. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Construct viable arguments and critique the reasoning of others. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Practice and Problem Solving 3-9: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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. Examples: 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.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 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. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Construct viable arguments and critique the reasoning of others. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-9: Interactive Additional Practice Step 3: Assess & Differentiate 3-9: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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. Examples: 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.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 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. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Construct viable arguments and critique the reasoning of others. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-9: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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. Examples: 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.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 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. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Construct viable arguments and critique the reasoning of others. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-9: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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. Examples: 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.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 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. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Construct viable arguments and critique the reasoning of others. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-9: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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. Examples: 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.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 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. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Construct viable arguments and critique the reasoning of others. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-9: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 3-9: Enrichment Game: Fancy Flea - Missing Parts to 12 3-9: enVision STEM Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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. Examples: 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.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 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. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Construct viable arguments and critique the reasoning of others. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-9: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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. Examples: 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.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Apply properties of operations as strategies to add and subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 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. Construct viable arguments and critique the reasoning of others. Construct viable arguments and critique the reasoning of others. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Construct viable arguments and critique the reasoning of others. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Spanish Resources 3-9:eText del Libro del estudiante 3-9:Repaso diario 3-9:Aprendizaje visual 3-9:Práctica adicional interactiva 3-9:Refuerzo para mejorar la comprensión 3-9:Desarrollar la competencia matemática 3-9:Ampliación Topic 3: End of Topic Interactive Student Edition: End of Topic 3 Topic 3: Fluency Practice Activity Topic 3: Vocabulary Review Topic 3: Reteaching Interactive Student Edition: Topic 3 Assessment Practice Interactive Student Edition: Topic 3 Performance Task Topic 3 Performance Task Topic 3 Assessment 3-1: Visual Learning Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count on to add using a number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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 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. 3-2: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 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 (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 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. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count on to add using an open number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving 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. 3-3: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Memorize doubles facts. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-4: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use doubles facts to solve doubles-plus facts. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-5: Visual Learning Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make 10 to add numbers to 20. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. 3-6: Visual Learning Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make 10 to add numbers to 20. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. 3-7: Visual Learning Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Solve addition problems using different strategies. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-8: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Solve addition and subtraction word problems within 20. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Game: AddIt - Adding Three Numbers Topic 3 Online Assessment: Printable Topic 3 Online Assessment Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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. Examples: 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.) 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make 10 to add numbers to 20. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. Make 10 to add numbers to 20. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count on to add using a number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand and apply properties of operations and the relationship between addition and subtraction. Count, with and without objects, forward and backward from any given number up to 120. 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. Count on to add using an open number line. Memorize doubles facts. Use doubles facts to solve doubles-plus facts. Topic 3 Spanish Assessments Tema 3: Tarea de rendimento Tema 3: Evaluación Topic 4: Subtraction Facts to 20: Use Strategies Topic 4: Animated Math Story: Flying Subtraction Topic 4: Today's Challenge Topic 4: Beginning of Topic Interactive Student Edition: Beginning of Topic 4 Topic 4: enVision STEM Activity Topic 4: Review What You Know Topic 4: Vocabulary Cards 4-1: Count to Subtract Interactive Student Edition: Grade 1 Lesson 4-1 Math Anytime 4-1: Daily Review Topic 4: Today's Challenge Step 1: Problem-Based Learning 4-1: Solve & Share Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 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. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). Represent and solve problems involving 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 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. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 4-1: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 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 (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 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. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). Represent and solve problems involving 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 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. Count backwards to subtract to a specified number family less than 20. 4-1: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 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 (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 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. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). Represent and solve problems involving 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 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. Practice and Problem Solving 4-1: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 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 (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 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. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). Represent and solve problems involving 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 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. 4-1: Interactive Practice Buddy 4-1: Interactive Additional Practice Step 3: Assess & Differentiate 4-1: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 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 (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 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. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). Represent and solve problems involving 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 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. 4-1: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 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 (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 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. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). Represent and solve problems involving 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 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. 4-1: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 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 (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 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. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). Represent and solve problems involving 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 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. 4-1: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 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 (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 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. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). Represent and solve problems involving 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 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. Count backwards to subtract to a specified number family less than 20. 4-1: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 4-1: Enrichment 4-1:Digital Math Tool Activity 4-1: enVision STEM Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 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 (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 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. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). Represent and solve problems involving 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 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. 4-1: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 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 (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 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. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). Represent and solve problems involving 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 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. Count backwards to subtract to a specified number family less than 20. Spanish Resources 4-1:eText del Libro del estudiante 4-1:Repaso diario 4-1:Aprendizaje visual 4-1: Amigo de práctica interactiva 4-1:Práctica adicional interactiva 4-1:Refuerzo para mejorar la comprensión 4-1:Desarrollar la competencia matemática 4-1:Ampliación 4-2: Make 10 to Subtract Interactive Student Edition: Grade 1 Lesson 4-2 Math Anytime 4-2: Daily Review Topic 4: Today's Challenge Step 1: Problem-Based Learning 4-2: Solve & Share Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make subtraction easier by making 10 to subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 4-2: Visual Learning Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make subtraction easier by making 10 to subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-2: Convince Me! Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make subtraction easier by making 10 to subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Practice and Problem Solving 4-2: Student Edition Practice Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make subtraction easier by making 10 to subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-2: Interactive Practice Buddy 4-2: Interactive Additional Practice Step 3: Assess & Differentiate 4-2: Another Look Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make subtraction easier by making 10 to subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-2: Enrichment Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make subtraction easier by making 10 to subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-2: Quick Check Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make subtraction easier by making 10 to subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-2: Reteach to Build Understanding Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make subtraction easier by making 10 to subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-2: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 4-2: Enrichment 4-2:Digital Math Tool Activity 4-2: Problem-Solving Reading Activity Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make subtraction easier by making 10 to subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-2: Another Look Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make subtraction easier by making 10 to subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Spanish Resources 4-2:eText del Libro del estudiante 4-2:Repaso diario 4-2:Aprendizaje visual 4-2: Amigo de práctica interactiva 4-2:Práctica adicional interactiva 4-2:Refuerzo para mejorar la comprensión 4-2:Desarrollar la competencia matemática 4-2:Ampliación 4-3: Continue to Make 10 to Subtract Interactive Student Edition: Grade 1 Lesson 4-3 Math Anytime 4-3: Daily Review Topic 4: Today's Challenge Step 1: Problem-Based Learning 4-3: Solve & Share Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Count on to subtract using 10 as a landmark. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 4-3: Visual Learning Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Count on to subtract using 10 as a landmark. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-3: Convince Me! Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Count on to subtract using 10 as a landmark. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Practice and Problem Solving 4-3: Student Edition Practice Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Count on to subtract using 10 as a landmark. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-3: Interactive Practice Buddy 4-3: Interactive Additional Practice Step 3: Assess & Differentiate 4-3: Another Look Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Count on to subtract using 10 as a landmark. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-3: Enrichment Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Count on to subtract using 10 as a landmark. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-3: Quick Check Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Count on to subtract using 10 as a landmark. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-3: Reteach to Build Understanding Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Count on to subtract using 10 as a landmark. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-3: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 4-3: Enrichment Game: Flying Cow Incident - Adding and Subtracting Numbers to 20 4-3: Pick a Project Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Count on to subtract using 10 as a landmark. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-3: Another Look Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Count on to subtract using 10 as a landmark. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Spanish Resources 4-3:eText del Libro del estudiante 4-3:Repaso diario 4-3:Aprendizaje visual 4-3: Amigo de práctica interactiva 4-3:Práctica adicional interactiva 4-3:Refuerzo para mejorar la comprensión 4-3:Desarrollar la competencia matemática 4-3:Ampliación 4-4: Fact Families Interactive Student Edition: Grade 1 Lesson 4-4 Math Anytime 4-4: Daily Review Topic 4: Today's Challenge Step 1: Problem-Based Learning 4-4: Solve & Share Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make addition and subtraction facts using the same three numbers. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 addition or subtraction basic facts to represent a given problem situation using a number sentence. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 4-4: Visual Learning Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make addition and subtraction facts using the same three numbers. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-4: Convince Me! Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make addition and subtraction facts using the same three numbers. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 addition or subtraction basic facts to represent a given problem situation using a number sentence. Practice and Problem Solving 4-4: Student Edition Practice Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make addition and subtraction facts using the same three numbers. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-4: Interactive Practice Buddy 4-4: Interactive Additional Practice Step 3: Assess & Differentiate 4-4: Another Look Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make addition and subtraction facts using the same three numbers. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-4: Enrichment Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make addition and subtraction facts using the same three numbers. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-4: Quick Check Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make addition and subtraction facts using the same three numbers. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-4: Reteach to Build Understanding Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make addition and subtraction facts using the same three numbers. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-4: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 4-4: Enrichment 4-4:Digital Math Tool Activity 4-4: Pick a Project Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make addition and subtraction facts using the same three numbers. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-4: Another Look Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make addition and subtraction facts using the same three numbers. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 addition or subtraction basic facts to represent a given problem situation using a number sentence. Spanish Resources 4-4:eText del Libro del estudiante 4-4:Repaso diario 4-4:Aprendizaje visual 4-4: Amigo de práctica interactiva 4-4:Práctica adicional interactiva 4-4:Refuerzo para mejorar la comprensión 4-4:Desarrollar la competencia matemática 4-4:Ampliación 4-5: Use Addition to Subtract Interactive Student Edition: Grade 1 Lesson 4-5 Math Anytime 4-5: Daily Review Topic 4: Today's Challenge Step 1: Problem-Based Learning 4-5: Solve & Share Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 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. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 4-5: Visual Learning Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Recognize subtraction as the inverse of addition. Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 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. 4-5: Convince Me! Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to find subtraction facts. Understand subtraction as an unknown- addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 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. Practice and Problem Solving 4-5: Student Edition Practice Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to find subtraction facts. Understand subtraction as an unknown- addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 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. 4-5: Interactive Practice Buddy 4-5: Interactive Additional Practice Step 3: Assess & Differentiate 4-5: Another Look Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to find subtraction facts. Understand subtraction as an unknown- addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 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. 4-5: Enrichment Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to find subtraction facts. Understand subtraction as an unknown- addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 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. 4-5: Quick Check Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to find subtraction facts. Understand subtraction as an unknown- addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 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. 4-5: Reteach to Build Understanding Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Recognize subtraction as the inverse of addition. Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 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. 4-5: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 4-5: Enrichment 4-5:Digital Math Tool Activity 4-5: Pick a Project Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to find subtraction facts. Understand subtraction as an unknown- addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 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. 4-5: Another Look Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Recognize subtraction as the inverse of addition. Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 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. Spanish Resources 4-5:eText del Libro del estudiante 4-5:Repaso diario 4-5:Aprendizaje visual 4-5: Amigo de práctica interactiva 4-5:Práctica adicional interactiva 4-5:Refuerzo para mejorar la comprensión 4-5:Desarrollar la competencia matemática 4-5:Ampliación 4-6: Continue to Use Addition to Subtract Interactive Student Edition: Grade 1 Lesson 4-6 Math Anytime 4-6: Daily Review Topic 4: Today's Challenge Step 1: Problem-Based Learning 4-6: Solve & Share Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 4-6: Visual Learning Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to find subtraction facts. Understand subtraction as an unknown- addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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. 4-6: Convince Me! Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to find subtraction facts. Understand subtraction as an unknown- addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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. Practice and Problem Solving 4-6: Student Edition Practice Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to find subtraction facts. Understand subtraction as an unknown- addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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. 4-6: Interactive Practice Buddy 4-6: Interactive Additional Practice Step 3: Assess & Differentiate 4-6: Another Look Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to find subtraction facts. Understand subtraction as an unknown- addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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. 4-6: Enrichment Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to find subtraction facts. Understand subtraction as an unknown- addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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. 4-6: Quick Check Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to find subtraction facts. Understand subtraction as an unknown- addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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. 4-6: Reteach to Build Understanding Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to find subtraction facts. Understand subtraction as an unknown- addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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. 4-6: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 4-6: Enrichment Game: Flying Cow Incident - Adding and Subtracting Numbers to 20 4-6: Pick a Project Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to find subtraction facts. Understand subtraction as an unknown- addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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. 4-6: Another Look Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to find subtraction facts. Understand subtraction as an unknown- addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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. Spanish Resources 4-6:eText del Libro del estudiante 4-6:Repaso diario 4-6:Aprendizaje visual 4-6: Amigo de práctica interactiva 4-6:Práctica adicional interactiva 4-6:Refuerzo para mejorar la comprensión 4-6:Desarrollar la competencia matemática 4-6:Ampliación 4-7: Explain Subtraction Strategies Interactive Student Edition: Grade 1 Lesson 4-7 Math Anytime 4-7: Daily Review Topic 4: Today's Challenge Step 1: Problem-Based Learning 4-7: Solve & Share Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Understand subtraction as an unknown-addend problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Explain strategies used to solve subtraction problems. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length- based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 4-7: Visual Learning Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Explain strategies used to solve subtraction problems. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-7: Convince Me! Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Explain strategies used to solve subtraction problems. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Practice and Problem Solving 4-7: Student Edition Practice Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Explain strategies used to solve subtraction problems. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-7: Interactive Practice Buddy 4-7: Interactive Additional Practice Step 3: Assess & Differentiate 4-7: Another Look Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Explain strategies used to solve subtraction problems. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-7: Enrichment Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Explain strategies used to solve subtraction problems. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-7: Quick Check Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Explain strategies used to solve subtraction problems. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-7: Reteach to Build Understanding Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Explain strategies used to solve subtraction problems. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-7: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 4-7: Enrichment 4-7:Digital Math Tool Activity 4-7: Problem-Solving Reading Activity Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Explain strategies used to solve subtraction problems. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-7: Another Look Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Explain strategies used to solve subtraction problems. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Spanish Resources 4-7:eText del Libro del estudiante 4-7:Repaso diario 4-7:Aprendizaje visual 4-7: Amigo de práctica interactiva 4-7:Práctica adicional interactiva 4-7:Refuerzo para mejorar la comprensión 4-7:Desarrollar la competencia matemática 4-7:Ampliación 4-8: Solve Word Problems with Facts to 20 Interactive Student Edition: Grade 1 Lesson 4-8 Math Anytime 4-8: Daily Review Topic 4: Today's Challenge Step 1: Problem-Based Learning 4-8: Solve & Share Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 4-8: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and 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 addition and subtraction word problems within 20. 4-8: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Practice and Problem Solving 4-8: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-8: Interactive Practice Buddy 4-8: Interactive Additional Practice Step 3: Assess & Differentiate 4-8: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and 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 addition and subtraction word problems within 20. 4-8: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-8: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-8: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and 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 addition and subtraction word problems within 20. 4-8: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 4-8: Enrichment Game: Flying Cow Incident - Adding and Subtracting Numbers to 20 4-8: Pick a Project Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-8: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and 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 addition and subtraction word problems within 20. Spanish Resources 4-8:eText del Libro del estudiante 4-8:Repaso diario 4-8:Aprendizaje visual 4-8: Amigo de práctica interactiva 4-8:Práctica adicional interactiva 4-8:Refuerzo para mejorar la comprensión 4-8:Desarrollar la competencia matemática 4-8:Ampliación 4-9: Problem Solving: Reasoning Interactive Student Edition: Grade 1 Lesson 4-9 Math Anytime 4-9: Daily Review Topic 4: Today's Challenge Step 1: Problem-Based Learning 4-9: Solve & Share Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 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. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Represent and solve problems involving addition and subtraction within 20. Reason abstractly and quantitatively. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 4-9: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 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. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Represent and solve problems involving addition and subtraction within 20. Reason abstractly and quantitatively. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-9: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 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. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Represent and solve problems involving addition and subtraction within 20. Reason abstractly and quantitatively. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Practice and Problem Solving 4-9: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 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. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Represent and solve problems involving addition and subtraction within 20. Reason abstractly and quantitatively. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-9: Interactive Additional Practice Step 3: Assess & Differentiate 4-9: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 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. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Represent and solve problems involving addition and subtraction within 20. Reason abstractly and quantitatively. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-9: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 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. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Represent and solve problems involving addition and subtraction within 20. Reason abstractly and quantitatively. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-9: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 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. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Represent and solve problems involving addition and subtraction within 20. Reason abstractly and quantitatively. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-9: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 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. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Represent and solve problems involving addition and subtraction within 20. Reason abstractly and quantitatively. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-9: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 4-9: Enrichment Game: Save the Word Grade 1 Topics 1–4 4-9: enVision STEM Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 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. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Represent and solve problems involving addition and subtraction within 20. Reason abstractly and quantitatively. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-9: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 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. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Represent and solve problems involving addition and subtraction within 20. Reason abstractly and quantitatively. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Spanish Resources 4-9:eText del Libro del estudiante 4-9:Repaso diario 4-9:Aprendizaje visual 4-9:Práctica adicional interactiva 4-9:Refuerzo para mejorar la comprensión 4-9:Desarrollar la competencia matemática 4-9:Ampliación Topic 4: End of Topic Interactive Student Edition: End of Topic 4 Topic 4: Fluency Practice Activity Topic 4: Vocabulary Review Topic 4: Reteaching Interactive Student Edition: Topic 4 Assessment Practice Interactive Student Edition: Topic 4 Performance Task Topic 4 Performance Task Topic 4 Assessment 4-1: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 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 (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 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. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). Represent and solve problems involving 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 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. 4-2: Visual Learning Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make subtraction easier by making 10 to subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-4: Visual Learning Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make addition and subtraction facts using the same three numbers. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-5: Visual Learning Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to find subtraction facts. Understand subtraction as an unknown- addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 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. 4-6: Visual Learning Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to find subtraction facts. Understand subtraction as an unknown- addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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. 4-7: Visual Learning Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Explain strategies used to solve subtraction problems. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-8: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and 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 addition and subtraction word problems within 20. 4-9: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 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. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Represent and solve problems involving addition and subtraction within 20. Reason abstractly and quantitatively. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Game: Jungle Quest - Add and Subtract 1, 2, 5, 10 Topic 4 Online Assessment: Printable Topic 4 Online Assessment Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make subtraction easier by making 10 to subtract. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 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. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). Count, with and without objects, forward and backward from any given number up to 120. 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. Understand subtraction as an unknown-addend problem. Understand subtraction as an unknown- addend problem. Make addition and subtraction facts using the same three numbers. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Understand and apply properties of operations and the relationship between addition and subtraction. Use addition facts to find subtraction facts. Use addition facts to find subtraction facts. 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. Explain strategies used to solve subtraction problems. Topic 4 Spanish Assessments Tema 4: Tarea de rendimento Tema 4: Evaluación Topics 1–4: Cumulative/Benchmark Assessments Topics 1–4: Cumulative/Benchmark Assessment 2-2: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use doubles to solve problems. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-7: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, 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. 1-2: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 2-1: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add by counting on from a number. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 1-7: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-8: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and 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 addition and subtraction word problems within 20. 1-4: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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. 3-1: Another Look Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count on to add using a number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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 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. 2-8: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-4: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use doubles facts to solve doubles-plus facts. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-5: Another Look Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to find subtraction facts. Understand subtraction as an unknown- addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 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. 4-7: Another Look Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Explain strategies used to solve subtraction problems. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 3-8: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Solve addition and subtraction word problems within 20. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 4-1: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 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 (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 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. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). Represent and solve problems involving 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 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. 3-5: Another Look Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Make 10 to add numbers to 20. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. 2-5: Another Look Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Use the same addends to write two different equations with the same sum. Find number patterns on a number chart. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 addition or subtraction basic facts to represent a given problem situation using a number sentence. 5-6: Center Games Topics 1–4: Printable Online Cumulative/Benchmark Assessment Topics 1–4: Online Cumulative/Benchmark Assessment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Apply properties of operations as strategies to add and subtract. Examples: 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.) Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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 (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 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. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). Represent and solve problems involving 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 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. Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to find subtraction facts. Understand subtraction as an unknown- addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Understand and apply properties of operations and the relationship between addition and subtraction. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 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. Explain strategies used to solve subtraction problems. Compose and decompose numbers up to 12 with an emphasis on making ten. Make 10 to add numbers to 20. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Solve different types of addition word problems. Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Count on to add using a number line. Use doubles facts to solve doubles-plus facts. Solve word problems by drawing pictures and writing equations. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Solve subtraction problems involving taking from a group. Determine if equations involving addition and subtraction are true. Use addition facts to 10 to solve subtraction problems. Solve addition problems involving situations of putting two parts together. Use the same addends to write two different equations with the same sum. Find number patterns on a number chart. Solve addition problems by finding a missing addend. Use doubles to solve problems. Add by counting on from a number. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Topic 5: Work with Addition and Subtraction Equations Topic 5: Animated Math Story: Going to the Zoo! Topic 5: Today's Challenge Topic 5: Beginning of Topic Interactive Student Edition: Beginning of Topic 5 Topic 5: enVision STEM Activity Topic 5: Review What You Know 5-1: Find the Unknown Numbers Interactive Student Edition: Grade 1 Lesson 5-1 Math Anytime 5-1: Daily Review Topic 5: Today's Challenge Step 1: Problem-Based Learning 5-1: Solve & Share Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Find the unknown number in an equation. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Determine if equations involving addition and subtraction are true. 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. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 5-1: Visual Learning Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Find the unknown number in an equation. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Determine if equations involving addition and subtraction are true. 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. Solve one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures. 5-1: Convince Me! Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Find the unknown number in an equation. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Determine if equations involving addition and subtraction are true. 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. Practice and Problem Solving 5-1: Student Edition Practice Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Find the unknown number in an equation. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Determine if equations involving addition and subtraction are true. 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. 5-1: Interactive Practice Buddy 5-1: Interactive Additional Practice Step 3: Assess & Differentiate 5-1: Another Look Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Find the unknown number in an equation. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Determine if equations involving addition and subtraction are true. 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. Solve one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures. 5-1: Enrichment Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Find the unknown number in an equation. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Determine if equations involving addition and subtraction are true. 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. 5-1: Quick Check Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Find the unknown number in an equation. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Determine if equations involving addition and subtraction are true. 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. 5-1: Reteach to Build Understanding Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Find the unknown number in an equation. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Determine if equations involving addition and subtraction are true. 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. 5-1: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 5-1: Enrichment Game: Flying Cow Incident - Adding and Subtracting Numbers to 20 5-1: Problem-Solving Reading Activity Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Find the unknown number in an equation. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Determine if equations involving addition and subtraction are true. 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. 5-1: Another Look Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Find the unknown number in an equation. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Determine if equations involving addition and subtraction are true. 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. Solve one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures. Spanish Resources 5-1:eText del Libro del estudiante 5-1:Repaso diario 5-1:Aprendizaje visual 5-1: Amigo de práctica interactiva 5-1:Práctica adicional interactiva 5-1:Refuerzo para mejorar la comprensión 5-1:Desarrollar la competencia matemática 5-1:Ampliación 5-2: True or False Equations Interactive Student Edition: Grade 1 Lesson 5-2 Math Anytime 5-2: Daily Review Topic 5: Today's Challenge Step 1: Problem-Based Learning 5-2: Solve & Share Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Determine if equations involving addition and subtraction are true. 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. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 5-2: Visual Learning Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, 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 are true or false, using whole number totals within 10. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Determine if equations involving addition and subtraction are true. 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. 5-2: Convince Me! Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Determine if equations involving addition and subtraction are true. 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. Practice and Problem Solving 5-2: Student Edition Practice Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Determine if equations involving addition and subtraction are true. 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. 5-2: Interactive Practice Buddy 5-2: Interactive Additional Practice Step 3: Assess & Differentiate 5-2: Another Look Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Determine if equations involving addition and subtraction are true. 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. 5-2: Enrichment Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Determine if equations involving addition and subtraction are true. 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. 5-2: Quick Check Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Determine if equations involving addition and subtraction are true. 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. 5-2: Reteach to Build Understanding Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, 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 are true or false, using whole number totals within 10. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Determine if equations involving addition and subtraction are true. 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. 5-2: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 5-2: Enrichment 5-2: Digital Math Tool Activity 5-2: enVision STEM Activity Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Determine if equations involving addition and subtraction are true. 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. 5-2: Another Look Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, 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 are true or false, using whole number totals within 10. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Determine if equations involving addition and subtraction are true. 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. Spanish Resources 5-2:eText del Libro del estudiante 5-2:Repaso diario 5-2:Aprendizaje visual 5-2: Amigo de práctica interactiva 5-2:Práctica adicional interactiva 5-2:Refuerzo para mejorar la comprensión 5-2:Desarrollar la competencia matemática 5-2:Ampliación 5-3: Make True Equations Interactive Student Edition: Grade 1 Lesson 5-3 Math Anytime 5-3: Daily Review Topic 5: Today's Challenge Step 1: Problem-Based Learning 5-3: Solve & Share Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand 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 to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand 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 to three whole numbers. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Determine if equations involving addition and subtraction are true. 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. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 5-3: Visual Learning Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand 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 to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand 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 to three whole numbers. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Determine if equations involving addition and subtraction are true. 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. Find the unknown number in an addition or subtraction equation using whole number totals within 10. 5-3: Convince Me! Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand 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 to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand 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 to three whole numbers. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Determine if equations involving addition and subtraction are true. 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. Practice and Problem Solving 5-3: Student Edition Practice Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand 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 to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand 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 to three whole numbers. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Determine if equations involving addition and subtraction are true. 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. 5-3: Interactive Practice Buddy 5-3: Interactive Additional Practice Step 3: Assess & Differentiate 5-3: Another Look Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand 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 to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand 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 to three whole numbers. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Determine if equations involving addition and subtraction are true. 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. 5-3: Enrichment Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand 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 to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand 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 to three whole numbers. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Determine if equations involving addition and subtraction are true. 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. 5-3: Quick Check Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand 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 to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand 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 to three whole numbers. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Determine if equations involving addition and subtraction are true. 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. 5-3: Reteach to Build Understanding Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand 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 to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand 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 to three whole numbers. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Determine if equations involving addition and subtraction are true. 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. Find the unknown number in an addition or subtraction equation using whole number totals within 10. 5-3: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 5-3: Enrichment 5-3: Digital Math Tool Activity 5-3: Problem-Solving Reading Activity Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand 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 to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand 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 to three whole numbers. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Determine if equations involving addition and subtraction are true. 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. 5-3: Another Look Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand 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 to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand 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 to three whole numbers. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Determine if equations involving addition and subtraction are true. 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. Find the unknown number in an addition or subtraction equation using whole number totals within 10. Spanish Resources 5-3:eText del Libro del estudiante 5-3:Repaso diario 5-3:Aprendizaje visual 5-3: Amigo de práctica interactiva 5-3:Práctica adicional interactiva 5-3:Refuerzo para mejorar la comprensión 5-3:Desarrollar la competencia matemática 5-3:Ampliación 5-4: Add Three Numbers Interactive Student Edition: Grade 1 Lesson 5-4 Math Anytime 5-4: Daily Review Topic 5: Today's Challenge Step 1: Problem-Based Learning 5-4: Solve & Share Curriculum Standards: 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. Examples: 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.) Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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. 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. Use different strategies to add three numbers. Find number patterns on a number chart. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 5-4: Visual Learning Curriculum Standards: 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. Examples: 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.) 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. 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. Use different strategies to add three numbers. Find number patterns on a number chart. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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. 5-4: Convince Me! Curriculum Standards: 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. Examples: 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.) 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. 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. Use different strategies to add three numbers. Find number patterns on a number chart. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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. Practice and Problem Solving 5-4: Student Edition Practice Curriculum Standards: 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. Examples: 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.) 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. 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. Use different strategies to add three numbers. Find number patterns on a number chart. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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. 5-4: Interactive Practice Buddy 5-4: Interactive Additional Practice Step 3: Assess & Differentiate 5-4: Another Look Curriculum Standards: 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. Examples: 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.) 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. 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. Use different strategies to add three numbers. Find number patterns on a number chart. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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. 5-4: Enrichment Curriculum Standards: 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. Examples: 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.) 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. 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. Use different strategies to add three numbers. Find number patterns on a number chart. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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. 5-4: Quick Check Curriculum Standards: 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. Examples: 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.) 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. 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. Use different strategies to add three numbers. Find number patterns on a number chart. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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. 5-4: Reteach to Build Understanding Curriculum Standards: 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. Examples: 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.) 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. 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. Use different strategies to add three numbers. Find number patterns on a number chart. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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. 5-4: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 5-4: Enrichment 5-4: Digital Math Tool Activity 5-4: Pick a Project Curriculum Standards: 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. Examples: 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.) 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. 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. Use different strategies to add three numbers. Find number patterns on a number chart. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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. 5-4: Another Look Curriculum Standards: 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. Examples: 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.) 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. 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. Use different strategies to add three numbers. Find number patterns on a number chart. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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. Spanish Resources 5-4:eText del Libro del estudiante 5-4:Repaso diario 5-4:Aprendizaje visual 5-4: Amigo de práctica interactiva 5-4:Práctica adicional interactiva 5-4:Refuerzo para mejorar la comprensión 5-4:Desarrollar la competencia matemática 5-4:Ampliación 5-5: Word Problems with Three Addends Interactive Student Edition: Grade 1 Lesson 5-5 Math Anytime 5-5: Daily Review Topic 5: Today's Challenge Step 1: Problem-Based Learning 5-5: Solve & Share Curriculum Standards: 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. Examples: 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.) Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. 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. 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. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 5-5: Visual Learning Curriculum Standards: 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. Examples: 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.) Solve word problems that include combining three quantities whose sum is less than 10 using objects or drawings. 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. 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. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 5-5: Convince Me! Curriculum Standards: 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. Examples: 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.) 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. 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. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Practice and Problem Solving 5-5: Student Edition Practice Curriculum Standards: 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. Examples: 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.) 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. 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. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 5-5: Interactive Practice Buddy 5-5: Interactive Additional Practice Step 3: Assess & Differentiate 5-5: Another Look Curriculum Standards: 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. Examples: 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.) 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. 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. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 5-5: Enrichment Curriculum Standards: 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. Examples: 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.) 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. 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. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 5-5: Quick Check Curriculum Standards: 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. Examples: 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.) 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. 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. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 5-5: Reteach to Build Understanding Curriculum Standards: 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. Examples: 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.) Solve word problems that include combining three quantities whose sum is less than 10 using objects or drawings. 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. 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. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 5-5: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 5-5: Enrichment 5-5: Digital Math Tool Activity 5-5: Pick a Project Curriculum Standards: 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. Examples: 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.) 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. 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. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 5-5: Another Look Curriculum Standards: 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. Examples: 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.) Solve word problems that include combining three quantities whose sum is less than 10 using objects or drawings. 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. 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. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Spanish Resources 5-5:eText del Libro del estudiante 5-5:Repaso diario 5-5:Aprendizaje visual 5-5: Amigo de práctica interactiva 5-5:Práctica adicional interactiva 5-5:Refuerzo para mejorar la comprensión 5-5:Desarrollar la competencia matemática 5-5:Ampliación Topic 5: 3-Act Math: Weighted Down Interactive Student Edition: Grade 1,Topic 5: 3-Act Math Mathematical Modeling Topic 5: 3-Act Math: Weighted Down, Act 1 Topic 5: 3-Act Math: Weighted Down, Act 2 Topic 5: 3-Act Math: Weighted Down, Act 3 Topic 5: 3-Act Math: Weighted Down, Sequel 5-6: Solve Addition and Subtraction Word Problems Interactive Student Edition: Grade 1 Lesson 5-6 Math Anytime 5-6: Daily Review Topic 5: Today's Challenge Step 1: Problem-Based Learning 5-6: Solve & Share Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 5-6: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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 addition and subtraction word problems within 20. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part- total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and 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 one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures. 5-6: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Practice and Problem Solving 5-6: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 5-6: Interactive Practice Buddy 5-6: Interactive Additional Practice Step 3: Assess & Differentiate 5-6: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 5-6: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 5-6: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 5-6: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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 addition and subtraction word problems within 20. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part- total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and 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 one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures. 5-6: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 5-6: Enrichment Game: Save the Word Grade 1 Topics 1–4 5-6: Pick a Project Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 5-6: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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 addition and subtraction word problems within 20. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part- total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and 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 one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures. Spanish Resources 5-6:eText del Libro del estudiante 5-6:Repaso diario 5-6:Aprendizaje visual 5-6: Amigo de práctica interactiva 5-6:Práctica adicional interactiva 5-6:Refuerzo para mejorar la comprensión 5-6:Desarrollar la competencia matemática 5-6:Ampliación 5-7: Problem Solving: Precision Interactive Student Edition: Grade 1 Lesson 5-7 Math Anytime 5-7: Daily Review Topic 5: Today's Challenge Step 1: Problem-Based Learning 5-7: Solve & Share Curriculum Standards: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Attend to precision. Understand 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 to three whole numbers. Attend to precision. Understand 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 to three whole numbers. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Attend to precision. Attend to precision. Represent and solve problems involving addition and subtraction within 20. Attend to precision. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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 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. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 5-7: Visual Learning Curriculum Standards: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Attend to precision. Understand 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 to three whole numbers. Attend to precision. Understand 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 to three whole numbers. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Attend to precision. Attend to precision. Represent and solve problems involving addition and subtraction within 20. Attend to precision. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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 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. 5-7: Convince Me! Curriculum Standards: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Attend to precision. Understand 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 to three whole numbers. Attend to precision. Understand 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 to three whole numbers. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Attend to precision. Attend to precision. Represent and solve problems involving addition and subtraction within 20. Attend to precision. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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 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. Practice and Problem Solving 5-7: Student Edition Practice Curriculum Standards: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Attend to precision. Understand 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 to three whole numbers. Attend to precision. Understand 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 to three whole numbers. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Attend to precision. Attend to precision. Represent and solve problems involving addition and subtraction within 20. Attend to precision. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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 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. 5-7: Interactive Additional Practice Step 3: Assess & Differentiate 5-7: Another Look Curriculum Standards: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Attend to precision. Understand 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 to three whole numbers. Attend to precision. Understand 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 to three whole numbers. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Attend to precision. Attend to precision. Represent and solve problems involving addition and subtraction within 20. Attend to precision. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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 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. 5-7: Enrichment Curriculum Standards: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Attend to precision. Understand 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 to three whole numbers. Attend to precision. Understand 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 to three whole numbers. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Attend to precision. Attend to precision. Represent and solve problems involving addition and subtraction within 20. Attend to precision. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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 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. 5-7: Quick Check Curriculum Standards: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Attend to precision. Understand 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 to three whole numbers. Attend to precision. Understand 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 to three whole numbers. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Attend to precision. Attend to precision. Represent and solve problems involving addition and subtraction within 20. Attend to precision. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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 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. 5-7: Reteach to Build Understanding Curriculum Standards: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Attend to precision. Understand 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 to three whole numbers. Attend to precision. Understand 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 to three whole numbers. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Attend to precision. Attend to precision. Represent and solve problems involving addition and subtraction within 20. Attend to precision. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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 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. 5-7: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 5-7: Enrichment Game: Flying Cow Incident - Adding and Subtracting Numbers to 20 5-7: enVision STEM Activity Curriculum Standards: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Attend to precision. Understand 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 to three whole numbers. Attend to precision. Understand 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 to three whole numbers. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Attend to precision. Attend to precision. Represent and solve problems involving addition and subtraction within 20. Attend to precision. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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 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. 5-7: Another Look Curriculum Standards: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Attend to precision. Understand 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 to three whole numbers. Attend to precision. Understand 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 to three whole numbers. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Attend to precision. Attend to precision. Represent and solve problems involving addition and subtraction within 20. Attend to precision. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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 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. Spanish Resources 5-7:eText del Libro del estudiante 5-7:Repaso diario 5-7:Aprendizaje visual 5-7:Práctica adicional interactiva 5-7:Refuerzo para mejorar la comprensión 5-7:Desarrollar la competencia matemática 5-7:Ampliación Topic 5: End of Topic Interactive Student Edition: End of Topic 5 Topic 5: Fluency Practice Activity Topic 5: Vocabulary Review Topic 5: Reteaching Interactive Student Edition: Topic 5 Assessment Practice Interactive Student Edition: Topic 5 Performance Task Topic 5 Performance Task Topic 5 Assessment 5-1: Visual Learning Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Find the unknown number in an equation. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Determine if equations involving addition and subtraction are true. 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. Solve one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures. 5-2: Visual Learning Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Determine if equations involving addition and subtraction are true. 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. 5-3: Visual Learning Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand 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 to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand 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 to three whole numbers. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Determine if equations involving addition and subtraction are true. 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. 5-5: Visual Learning Curriculum Standards: 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. Examples: 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.) 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. 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. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 5-6: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Game: Launch that Sheep - Add and Subtract 1, 2, 5, 10 Topic 5 Online Assessment: Printable Topic 5 Online Assessment Curriculum Standards: 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. Examples: 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.) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Apply properties of operations as strategies to add and subtract. 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. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Represent real- world situations involving addition and 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 addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand 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 to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand 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 to three whole numbers. 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. For example, 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. 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. Find the unknown number in an equation. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Determine if addition and subtraction equations are true or false. Topic 5 Spanish Assessments Tema 5: Tarea de rendimento Tema 5: Evaluación Topic 6: Represent and Interpret Data Topic 6: Animated Math Story: Sports Graphs Topic 6: Today's Challenge Topic 6: Beginning of Topic Interactive Student Edition: Beginning of Topic 6 Topic 6: enVision STEM Activity Topic 6: Review What You Know Topic 6: Vocabulary Cards 6-1: Organize Data Into Three Categories Interactive Student Edition: Grade 1 Lesson 6-1 Math Anytime 6-1: Daily Review Topic 6: Today's Challenge Step 1: Problem-Based Learning 6-1: Solve & Share Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize data into categories. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 counting and comparison skills to create and analyze bar graphs and tally charts. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 6-1: Visual Learning Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Analyze data by sorting into two categories; answer questions about the total number of data points and how many in each category. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize data into categories. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 counting and comparison skills to create and analyze bar graphs and tally charts. 6-1: Convince Me! Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize data into categories. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 counting and comparison skills to create and analyze bar graphs and tally charts. Practice and Problem Solving 6-1: Student Edition Practice Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize data into categories. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 counting and comparison skills to create and analyze bar graphs and tally charts. 6-1: Interactive Practice Buddy 6-1: Interactive Additional Practice Step 3: Assess & Differentiate 6-1: Another Look Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize data into categories. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 counting and comparison skills to create and analyze bar graphs and tally charts. 6-1: Enrichment Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize data into categories. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 counting and comparison skills to create and analyze bar graphs and tally charts. 6-1: Quick Check Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize data into categories. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 counting and comparison skills to create and analyze bar graphs and tally charts. 6-1: Reteach to Build Understanding Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Analyze data by sorting into two categories; answer questions about the total number of data points and how many in each category. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize data into categories. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 counting and comparison skills to create and analyze bar graphs and tally charts. 6-1: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 6-1: Enrichment Game: Save the Word Grade 1 Topics 1–4 6-1: Problem-Solving Reading Activity Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize data into categories. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 counting and comparison skills to create and analyze bar graphs and tally charts. 6-1: Another Look Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Analyze data by sorting into two categories; answer questions about the total number of data points and how many in each category. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize data into categories. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 counting and comparison skills to create and analyze bar graphs and tally charts. Spanish Resources 6-1:eText del Libro del estudiante 6-1:Repaso diario 6-1:Aprendizaje visual 6-1: Amigo de práctica interactiva 6-1:Práctica adicional interactiva 6-1:Refuerzo para mejorar la comprensión 6-1:Desarrollar la competencia matemática 6-1:Ampliación 6-2: Collect and Represent Data Interactive Student Edition: Grade 1 Lesson 6-2 Math Anytime 6-2: Daily Review Topic 6: Today's Challenge Step 1: Problem-Based Learning 6-2: Solve & Share Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Collect and organize information using a picture graph. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 counting and comparison skills to create and analyze bar graphs and tally charts. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 6-2: Visual Learning Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Using a picture graph, represent each object/person counted on the graph (1:1 correspondence) for two or more categories. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Collect and organize information using a picture graph. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 counting and comparison skills to create and analyze bar graphs and tally charts. 6-2: Convince Me! Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Collect and organize information using a picture graph. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 counting and comparison skills to create and analyze bar graphs and tally charts. Practice and Problem Solving 6-2: Student Edition Practice Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Collect and organize information using a picture graph. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 counting and comparison skills to create and analyze bar graphs and tally charts. 6-2: Interactive Practice Buddy 6-2: Interactive Additional Practice Step 3: Assess & Differentiate 6-2: Another Look Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Collect and organize information using a picture graph. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 counting and comparison skills to create and analyze bar graphs and tally charts. 6-2: Enrichment Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Collect and organize information using a picture graph. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 counting and comparison skills to create and analyze bar graphs and tally charts. 6-2: Quick Check Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Collect and organize information using a picture graph. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 counting and comparison skills to create and analyze bar graphs and tally charts. 6-2: Reteach to Build Understanding Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Using a picture graph, represent each object/person counted on the graph (1:1 correspondence) for two or more categories. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Collect and organize information using a picture graph. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 counting and comparison skills to create and analyze bar graphs and tally charts. 6-2: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 6-2: Enrichment 6-2: Digital Math Tool Activity 6-2: Problem-Solving Reading Activity Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Collect and organize information using a picture graph. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 counting and comparison skills to create and analyze bar graphs and tally charts. 6-2: Another Look Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Using a picture graph, represent each object/person counted on the graph (1:1 correspondence) for two or more categories. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Collect and organize information using a picture graph. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 counting and comparison skills to create and analyze bar graphs and tally charts. Spanish Resources 6-2:eText del Libro del estudiante 6-2:Repaso diario 6-2:Aprendizaje visual 6-2: Amigo de práctica interactiva 6-2:Práctica adicional interactiva 6-2:Refuerzo para mejorar la comprensión 6-2:Desarrollar la competencia matemática 6-2:Ampliación 6-3: Interpret Data Interactive Student Edition: Grade 1 Lesson 6-3 Math Anytime 6-3: Daily Review Topic 6: Today's Challenge Step 1: Problem-Based Learning 6-3: Solve & Share Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Interpret organized data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 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. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 6-3: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Interpret organized data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 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. Compare the values of the two categories of data in terms of more or less. 6-3: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Interpret organized data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 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. Practice and Problem Solving 6-3: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Interpret organized data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 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. 6-3: Interactive Practice Buddy 6-3: Interactive Additional Practice Step 3: Assess & Differentiate 6-3: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Interpret organized data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 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. 6-3: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Interpret organized data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 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. 6-3: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Interpret organized data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 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. 6-3: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Interpret organized data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 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. Compare the values of the two categories of data in terms of more or less. 6-3: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 6-3: Enrichment 6-3: Digital Math Tool Activity 6-3: Pick a Project Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Interpret organized data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 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. 6-3: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Interpret organized data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 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. Compare the values of the two categories of data in terms of more or less. Spanish Resources 6-3:eText del Libro del estudiante 6-3:Repaso diario 6-3:Aprendizaje visual 6-3: Amigo de práctica interactiva 6-3:Práctica adicional interactiva 6-3:Refuerzo para mejorar la comprensión 6-3:Desarrollar la competencia matemática 6-3:Ampliación 6-4: Continue to Interpret Data Interactive Student Edition: Grade 1 Lesson 6-4 Math Anytime 6-4: Daily Review Topic 6: Today's Challenge Step 1: Problem-Based Learning 6-4: Solve & Share Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use a picture graph to interpret data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 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. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 6-4: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use a picture graph to interpret data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 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. 6-4: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use a picture graph to interpret data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 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. Practice and Problem Solving 6-4: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use a picture graph to interpret data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 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. 6-4: Interactive Practice Buddy 6-4: Interactive Additional Practice Step 3: Assess & Differentiate 6-4: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use a picture graph to interpret data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 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. 6-4: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use a picture graph to interpret data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 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. 6-4: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use a picture graph to interpret data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 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. 6-4: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use a picture graph to interpret data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 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. 6-4: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 6-4: Enrichment 6-4: Digital Math Tool Activity 6-4: enVision STEM Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use a picture graph to interpret data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 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. 6-4: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use a picture graph to interpret data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 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. Spanish Resources 6-4:eText del Libro del estudiante 6-4:Repaso diario 6-4:Aprendizaje visual 6-4: Amigo de práctica interactiva 6-4:Práctica adicional interactiva 6-4:Refuerzo para mejorar la comprensión 6-4:Desarrollar la competencia matemática 6-4:Ampliación 6-5: Problem Solving: Make Sense and Persevere Interactive Student Edition: Grade 1 Lesson 6-5 Math Anytime 6-5: Daily Review Topic 6: Today's Challenge Step 1: Problem-Based Learning 6-5: Solve & Share Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Use perseverance to solve problems about sets of data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Make sense of problems and persevere in solving them. Read, write and represent whole numbers up to 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 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 6-5: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Use perseverance to solve problems about sets of data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Make sense of problems and persevere in solving them. Read, write and represent whole numbers up to 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 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. 6-5: Convince Me! Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Use perseverance to solve problems about sets of data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Make sense of problems and persevere in solving them. Read, write and represent whole numbers up to 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 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. Practice and Problem Solving 6-5: Student Edition Practice Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Use perseverance to solve problems about sets of data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Make sense of problems and persevere in solving them. Read, write and represent whole numbers up to 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 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. 6-5: Interactive Additional Practice Step 3: Assess & Differentiate 6-5: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Use perseverance to solve problems about sets of data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Make sense of problems and persevere in solving them. Read, write and represent whole numbers up to 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 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. 6-5: Enrichment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Use perseverance to solve problems about sets of data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Make sense of problems and persevere in solving them. Read, write and represent whole numbers up to 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 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. 6-5: Quick Check Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Use perseverance to solve problems about sets of data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Make sense of problems and persevere in solving them. Read, write and represent whole numbers up to 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 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. 6-5: Reteach to Build Understanding Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Use perseverance to solve problems about sets of data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Make sense of problems and persevere in solving them. Read, write and represent whole numbers up to 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 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. 6-5: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 6-5: Enrichment Game: Fluency - Add and Subtract within 10 6-5: enVision STEM Activity Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Use perseverance to solve problems about sets of data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Make sense of problems and persevere in solving them. Read, write and represent whole numbers up to 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 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. 6-5: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Use perseverance to solve problems about sets of data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Make sense of problems and persevere in solving them. Read, write and represent whole numbers up to 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 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. Spanish Resources 6-5:eText del Libro del estudiante 6-5:Repaso diario 6-5:Aprendizaje visual 6-5:Práctica adicional interactiva 6-5:Refuerzo para mejorar la comprensión 6-5:Desarrollar la competencia matemática 6-5:Ampliación Topic 6: End of Topic Interactive Student Edition: End of Topic 6 Topic 6: Fluency Practice Activity Topic 6: Vocabulary Review Topic 6: Reteaching Interactive Student Edition: Topic 6 Assessment Practice Interactive Student Edition: Topic 6 Performance Task Topic 6 Performance Task Topic 6 Assessment 6-1: Visual Learning Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize data into categories. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 counting and comparison skills to create and analyze bar graphs and tally charts. 6-3: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Interpret organized data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 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. 6-4: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use a picture graph to interpret data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 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. 6-5: Visual Learning Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Use perseverance to solve problems about sets of data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Make sense of problems and persevere in solving them. Read, write and represent whole numbers up to 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 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. 6-3: Center Games Topic 6 Online Assessment: Printable Topic 6 Online Assessment Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 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. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Make sense of problems and persevere in solving them. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use a picture graph to interpret data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 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. Interpret organized data. Organize data into categories. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Use perseverance to solve problems about sets of data. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Topic 6 Spanish Assessments Tema 6: Tarea de rendimento Tema 6: Evaluación Topic 7: Extend the Counting Sequence Topic 7: Animated Math Story: Tens of Ants Topic 7: Today's Challenge Topic 7: Beginning of Topic Interactive Student Edition: Beginning of Topic 7 Topic 7: enVision STEM Activity Topic 7: Review What You Know Topic 7: Vocabulary Cards 7-1: Count by 10s to 120 Interactive Student Edition: Grade 1 Lesson 7-1 Math Anytime 7-1: Daily Review Topic 7: Today's Challenge Step 1: Problem-Based Learning 7-1: Solve & Share Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 10 can be thought of as a bundle of ten ones — called a “ten.” 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). Count by 10s to 120. Understand the following as special cases: 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). Extend the counting sequence to read and write numerals to represent objects. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 7-1: Visual Learning Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 10 can be thought of as a bundle of ten ones — called a “ten.” 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). Count by 10s to 120. Understand the following as special cases: 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). Extend the counting sequence to read and write numerals to represent objects. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 7-1: Convince Me! Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 10 can be thought of as a bundle of ten ones — called a “ten.” 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). Count by 10s to 120. Understand the following as special cases: 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). Extend the counting sequence to read and write numerals to represent objects. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Practice and Problem Solving 7-1: Student Edition Practice Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 10 can be thought of as a bundle of ten ones — called a “ten.” 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). Count by 10s to 120. Understand the following as special cases: 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). Extend the counting sequence to read and write numerals to represent objects. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 7-1: Interactive Practice Buddy 7-1: Interactive Additional Practice Step 3: Assess & Differentiate 7-1: Another Look Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 10 can be thought of as a bundle of ten ones — called a “ten.” 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). Count by 10s to 120. Understand the following as special cases: 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). Extend the counting sequence to read and write numerals to represent objects. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 7-1: Enrichment Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 10 can be thought of as a bundle of ten ones — called a “ten.” 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). Count by 10s to 120. Understand the following as special cases: 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). Extend the counting sequence to read and write numerals to represent objects. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 7-1: Quick Check Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 10 can be thought of as a bundle of ten ones — called a “ten.” 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). Count by 10s to 120. Understand the following as special cases: 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). Extend the counting sequence to read and write numerals to represent objects. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 7-1: Reteach to Build Understanding Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 10 can be thought of as a bundle of ten ones — called a “ten.” 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). Count by 10s to 120. Understand the following as special cases: 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). Extend the counting sequence to read and write numerals to represent objects. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 7-1: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 7-1: Enrichment Game: Gobbling Globs - Tens and Ones 7-1: Pick a Project Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 10 can be thought of as a bundle of ten ones — called a “ten.” 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). Count by 10s to 120. Understand the following as special cases: 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). Extend the counting sequence to read and write numerals to represent objects. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 7-1: Another Look Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 10 can be thought of as a bundle of ten ones — called a “ten.” 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). Count by 10s to 120. Understand the following as special cases: 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). Extend the counting sequence to read and write numerals to represent objects. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Spanish Resources 7-1:eText del Libro del estudiante 7-1:Repaso diario 7-1:Aprendizaje visual 7-1: Amigo de práctica interactiva 7-1:Práctica adicional interactiva 7-1:Refuerzo para mejorar la comprensión 7-1:Desarrollar la competencia matemática 7-1:Ampliación 7-2: Count by 1s to 120 Interactive Student Edition: Grade 1 Lesson 7-2 Math Anytime 7-2: Daily Review Topic 7: Today's Challenge Step 1: Problem-Based Learning 7-2: Solve & Share Curriculum Standards: 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. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. Count, with and without objects, forward and backward from any given number up to 120. 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. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 7-2: Visual Learning Curriculum Standards: 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. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. Count, with and without objects, forward and backward from any given number up to 120. 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. Rote count up to 100. 7-2: Convince Me! Curriculum Standards: 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. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. Count, with and without objects, forward and backward from any given number up to 120. 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. Practice and Problem Solving 7-2: Student Edition Practice Curriculum Standards: 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. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. Count, with and without objects, forward and backward from any given number up to 120. 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. 7-2: Interactive Practice Buddy 7-2: Interactive Additional Practice Step 3: Assess & Differentiate 7-2: Another Look Curriculum Standards: 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. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. Count, with and without objects, forward and backward from any given number up to 120. 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. 7-2: Enrichment Curriculum Standards: 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. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. Count, with and without objects, forward and backward from any given number up to 120. 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. 7-2: Quick Check Curriculum Standards: 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. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. Count, with and without objects, forward and backward from any given number up to 120. 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. 7-2: Reteach to Build Understanding Curriculum Standards: 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. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. Count, with and without objects, forward and backward from any given number up to 120. 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. Rote count up to 100. 7-2: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 7-2: Enrichment 7-2: Digital Math Tool Activity 7-2: Pick a Project Curriculum Standards: 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. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. Count, with and without objects, forward and backward from any given number up to 120. 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. 7-2: Another Look Curriculum Standards: 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. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. Count, with and without objects, forward and backward from any given number up to 120. 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. Rote count up to 100. Spanish Resources 7-2:eText del Libro del estudiante 7-2:Repaso diario 7-2:Aprendizaje visual 7-2: Amigo de práctica interactiva 7-2:Práctica adicional interactiva 7-2:Refuerzo para mejorar la comprensión 7-2:Desarrollar la competencia matemática 7-2:Ampliación 7-3: Count on a Number Chart to 120 Interactive Student Edition: Grade 1 Lesson 7-3 Math Anytime 7-3: Daily Review Topic 7: Today's Challenge Step 1: Problem-Based Learning 7-3: Solve & Share Curriculum Standards: 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. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. Count, with and without objects, forward and backward from any given number up to 120. 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. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 7-3: Visual Learning Curriculum Standards: 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. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. Count, with and without objects, forward and backward from any given number up to 120. 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. 7-3: Convince Me! Curriculum Standards: 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. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. Count, with and without objects, forward and backward from any given number up to 120. 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. Practice and Problem Solving 7-3: Student Edition Practice Curriculum Standards: 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. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. Count, with and without objects, forward and backward from any given number up to 120. 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. 7-3: Interactive Practice Buddy 7-3: Interactive Additional Practice Step 3: Assess & Differentiate 7-3: Another Look Curriculum Standards: 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. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. Count, with and without objects, forward and backward from any given number up to 120. 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. 7-3: Enrichment Curriculum Standards: 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. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. Count, with and without objects, forward and backward from any given number up to 120. 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. 7-3: Quick Check Curriculum Standards: 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. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. Count, with and without objects, forward and backward from any given number up to 120. 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. 7-3: Reteach to Build Understanding Curriculum Standards: 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. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. Count, with and without objects, forward and backward from any given number up to 120. 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. 7-3: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 7-3: Enrichment 7-3: Digital Math Tool Activity 7-3: Problem-Solving Reading Activity Curriculum Standards: 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. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. Count, with and without objects, forward and backward from any given number up to 120. 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. 7-3: Another Look Curriculum Standards: 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. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. Count, with and without objects, forward and backward from any given number up to 120. 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. Spanish Resources 7-3:eText del Libro del estudiante 7-3:Repaso diario 7-3:Aprendizaje visual 7-3: Amigo de práctica interactiva 7-3:Práctica adicional interactiva 7-3:Refuerzo para mejorar la comprensión 7-3:Desarrollar la competencia matemática 7-3:Ampliación 7-4: Count by 1s or 10s to 120 Interactive Student Edition: Grade 1 Lesson 7-4 Math Anytime 7-4: Daily Review Topic 7: Today's Challenge Step 1: Problem-Based Learning 7-4: Solve & Share Curriculum Standards: 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. Understand the following as special cases: 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). Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. 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). 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). 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. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. 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. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 7-4: Visual Learning Curriculum Standards: 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. Understand the following as special cases: 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). 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). 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). 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. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. 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. 7-4: Convince Me! Curriculum Standards: 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. Understand the following as special cases: 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). 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). 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). 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. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. 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. Practice and Problem Solving 7-4: Student Edition Practice Curriculum Standards: 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. Understand the following as special cases: 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). 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). 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). 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. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. 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. 7-4: Interactive Practice Buddy 7-4: Interactive Additional Practice Step 3: Assess & Differentiate 7-4: Another Look Curriculum Standards: 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. Understand the following as special cases: 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). 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). 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). 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. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. 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. 7-4: Enrichment Curriculum Standards: 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. Understand the following as special cases: 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). 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). 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). 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. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. 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. 7-4: Quick Check Curriculum Standards: 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. Understand the following as special cases: 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). 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). 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). 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. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. 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. 7-4: Reteach to Build Understanding Curriculum Standards: 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. Understand the following as special cases: 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). 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). 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). 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. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. 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. 7-4: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 7-4: Enrichment Game: Gobbling Globs - Tens and Ones 7-4: enVision STEM Activity Curriculum Standards: 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. Understand the following as special cases: 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). 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). 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). 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. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. 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. 7-4: Another Look Curriculum Standards: 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. Understand the following as special cases: 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). 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). 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). 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. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. 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. Spanish Resources 7-4:eText del Libro del estudiante 7-4:Repaso diario 7-4:Aprendizaje visual 7-4: Amigo de práctica interactiva 7-4:Práctica adicional interactiva 7-4:Refuerzo para mejorar la comprensión 7-4:Desarrollar la competencia matemática 7-4:Ampliación Topic 7: 3-Act Math: Super Selfie Interactive Student Edition: Grade 1,Topic 7: 3-Act Math Mathematical Modeling Topic 7: 3-Act Math: Super Selfie, Act 1 Topic 7: 3-Act Math: Super Selfie, Act 2 Topic 7: 3-Act Math: Super Selfie, Act 3 Topic 7: 3-Act Math: Super Selfie, Sequel 7-5: Count on an Open Number Line Interactive Student Edition: Grade 1 Lesson 7-5 Math Anytime 7-5: Daily Review Topic 7: Today's Challenge Step 1: Problem-Based Learning 7-5: Solve & Share Curriculum Standards: 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. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. 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. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 7-5: Visual Learning Curriculum Standards: 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. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. 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. 7-5: Convince Me! Curriculum Standards: 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. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. 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. Practice and Problem Solving 7-5: Student Edition Practice Curriculum Standards: 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. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. 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. 7-5: Interactive Practice Buddy 7-5: Interactive Additional Practice Step 3: Assess & Differentiate 7-5: Another Look Curriculum Standards: 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. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. 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. 7-5: Enrichment Curriculum Standards: 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. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. 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. 7-5: Quick Check Curriculum Standards: 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. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. 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. 7-5: Reteach to Build Understanding Curriculum Standards: 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. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. 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. 7-5: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 7-5: Enrichment Game: Gobbling Globs - Tens and Ones 7-5: Pick a Project Curriculum Standards: 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. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. 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. 7-5: Another Look Curriculum Standards: 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. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. 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. Spanish Resources 7-5:eText del Libro del estudiante 7-5:Repaso diario 7-5:Aprendizaje visual 7-5: Amigo de práctica interactiva 7-5:Práctica adicional interactiva 7-5:Refuerzo para mejorar la comprensión 7-5:Desarrollar la competencia matemática 7-5:Ampliación 7-6: Count and Write Numerals Interactive Student Edition: Grade 1 Lesson 7-6 Math Anytime 7-6: Daily Review Topic 7: Today's Challenge Step 1: Problem-Based Learning 7-6: Solve & Share Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. 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. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 7-6: Visual Learning Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. Extend the counting sequence to read and write numerals to represent objects. Use place- value concepts to represent amounts of tens and ones and to compare 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. 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. 7-6: Convince Me! Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. Extend the counting sequence to read and write numerals to represent objects. Use place- value concepts to represent amounts of tens and ones and to compare 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. 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. Practice and Problem Solving 7-6: Student Edition Practice Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. Extend the counting sequence to read and write numerals to represent objects. Use place- value concepts to represent amounts of tens and ones and to compare 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. 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. 7-6: Interactive Practice Buddy 7-6: Interactive Additional Practice Step 3: Assess & Differentiate 7-6: Another Look Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. Extend the counting sequence to read and write numerals to represent objects. Use place- value concepts to represent amounts of tens and ones and to compare 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. 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. 7-6: Enrichment Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. Extend the counting sequence to read and write numerals to represent objects. Use place- value concepts to represent amounts of tens and ones and to compare 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. 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. 7-6: Quick Check Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. Extend the counting sequence to read and write numerals to represent objects. Use place- value concepts to represent amounts of tens and ones and to compare 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. 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. 7-6: Reteach to Build Understanding Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. Extend the counting sequence to read and write numerals to represent objects. Use place- value concepts to represent amounts of tens and ones and to compare 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. 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. 7-6: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 7-6: Enrichment 7-6: Digital Math Tool Activity 7-6: enVision STEM Activity Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. Extend the counting sequence to read and write numerals to represent objects. Use place- value concepts to represent amounts of tens and ones and to compare 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. 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. 7-6: Another Look Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. Extend the counting sequence to read and write numerals to represent objects. Use place- value concepts to represent amounts of tens and ones and to compare 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. 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. Spanish Resources 7-6:eText del Libro del estudiante 7-6:Repaso diario 7-6:Aprendizaje visual 7-6: Amigo de práctica interactiva 7-6:Práctica adicional interactiva 7-6:Refuerzo para mejorar la comprensión 7-6:Desarrollar la competencia matemática 7-6:Ampliación 7-7: Problem Solving: Repeated Reasoning Interactive Student Edition: Grade 1 Lesson 7-7 Math Anytime 7-7: Daily Review Topic 7: Today's Challenge Step 1: Problem-Based Learning 7-7: Solve & Share Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. 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. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. 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. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Look for and express regularity in repeated reasoning. 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 the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 7-7: Visual Learning Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. 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. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. 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. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. 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. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Look for and express regularity in repeated reasoning. 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 the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 7-7: Convince Me! Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. 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. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. 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. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. 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. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Look for and express regularity in repeated reasoning. 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 the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Practice and Problem Solving 7-7: Student Edition Practice Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. 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. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. 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. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. 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. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Look for and express regularity in repeated reasoning. 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 the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 7-7: Interactive Additional Practice Step 3: Assess & Differentiate 7-7: Another Look Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. 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. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. 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. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. 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. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Look for and express regularity in repeated reasoning. 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 the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 7-7: Enrichment Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. 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. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. 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. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. 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. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Look for and express regularity in repeated reasoning. 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 the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 7-7: Quick Check Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. 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. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. 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. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. 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. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Look for and express regularity in repeated reasoning. 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 the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 7-7: Reteach to Build Understanding Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. 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. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. 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. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. 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. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Look for and express regularity in repeated reasoning. 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 the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 7-7: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 7-7: Enrichment Game: Fluency - Add and Subtract within 10 7-7: Problem-Solving Reading Activity Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. 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. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. 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. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. 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. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Look for and express regularity in repeated reasoning. 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 the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 7-7: Another Look Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. 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. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. 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. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. 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. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Look for and express regularity in repeated reasoning. 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 the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Spanish Resources 7-7:eText del Libro del estudiante 7-7:Repaso diario 7-7:Aprendizaje visual 7-7:Práctica adicional interactiva 7-7:Refuerzo para mejorar la comprensión 7-7:Desarrollar la competencia matemática 7-7:Ampliación Topic 7: End of Topic Interactive Student Edition: End of Topic 7 Topic 7: Fluency Practice Activity Topic 7: Vocabulary Review Topic 7: Reteaching Interactive Student Edition: Topic 7 Assessment Practice Interactive Student Edition: Topic 7 Performance Task Topic 7 Performance Task Topic 7 Assessment 7-1: Visual Learning Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 10 can be thought of as a bundle of ten ones — called a “ten.” 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). Count by 10s to 120. Understand the following as special cases: 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). Extend the counting sequence to read and write numerals to represent objects. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 7-3: Visual Learning Curriculum Standards: 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. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. Count, with and without objects, forward and backward from any given number up to 120. 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. 7-5: Visual Learning Curriculum Standards: 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. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. 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. 7-6: Visual Learning Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. Extend the counting sequence to read and write numerals to represent objects. Use place- value concepts to represent amounts of tens and ones and to compare 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. 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. 7-7: Visual Learning Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. 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. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. 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. 10 can be thought of as a bundle of ten ones — called a “ten.” Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. 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. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Look for and express regularity in repeated reasoning. 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 the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 9-2: Center Games Topic 7 Online Assessment: Printable Topic 7 Online Assessment Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. Look for and express regularity in repeated reasoning. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 10 can be thought of as a bundle of ten ones — called a “ten.” 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). Count by 10s to 120. Understand the following as special cases: 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). Extend the counting sequence to read and write numerals to represent objects. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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 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. 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. 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. Count to 120 using an open number line. Write numerals to show how many objects are in a group. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 120. 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. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Find better and faster ways to solve problems. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. Look for and express regularity in repeated reasoning. Topic 7 Spanish Assessments Tema 7: Tarea de rendimento Tema 7: Evaluación Topic 8: Understand Place Value Topic 8: Animated Math Story: Tens and Ones at the Diner Topic 8: Today's Challenge Topic 8: Beginning of Topic Interactive Student Edition: Beginning of Topic 8 Topic 8: enVision STEM Activity Topic 8: Review What You Know Topic 8: Vocabulary Cards 8-1: Make Numbers 11 to 19 Interactive Student Edition: Grade 1 Lesson 8-1 Math Anytime 8-1: Daily Review Topic 8: Today's Challenge Step 1: Problem-Based Learning 8-1: Solve & Share Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numbers 11 to 19. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 8-1: Visual Learning Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numbers 11 to 19. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. 8-1: Convince Me! Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numbers 11 to 19. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Practice and Problem Solving 8-1: Student Edition Practice Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numbers 11 to 19. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. 8-1: Interactive Practice Buddy 8-1: Interactive Additional Practice Step 3: Assess & Differentiate 8-1: Another Look Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numbers 11 to 19. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. 8-1: Enrichment Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numbers 11 to 19. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. 8-1: Quick Check Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numbers 11 to 19. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. 8-1: Reteach to Build Understanding Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numbers 11 to 19. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. 8-1: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 8-1: Enrichment 8-1: Digital Math Tool Activity 8-1: Pick a Project Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numbers 11 to 19. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. 8-1: Another Look Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numbers 11 to 19. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Spanish Resources 8-1:eText del Libro del estudiante 8-1:Repaso diario 8-1:Aprendizaje visual 8-1: Amigo de práctica interactiva 8-1:Práctica adicional interactiva 8-1:Refuerzo para mejorar la comprensión 8-1:Desarrollar la competencia matemática 8-1:Ampliación 8-2: Numbers Made with Tens Interactive Student Edition: Grade 1 Lesson 8-2 Math Anytime 8-2: Daily Review Topic 8: Today's Challenge Step 1: Problem-Based Learning 8-2: Solve & Share Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). Show groups of 10 with connecting cubes. Understand the following as special cases: 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). Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 8-2: Visual Learning Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). Show groups of 10 with connecting cubes. Understand the following as special cases: 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). Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-2: Convince Me! Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). Show groups of 10 with connecting cubes. Understand the following as special cases: 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). Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. Practice and Problem Solving 8-2: Student Edition Practice Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). Show groups of 10 with connecting cubes. Understand the following as special cases: 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). Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-2: Interactive Practice Buddy 8-2: Interactive Additional Practice Step 3: Assess & Differentiate 8-2: Another Look Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). Show groups of 10 with connecting cubes. Understand the following as special cases: 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). Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-2: Enrichment Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). Show groups of 10 with connecting cubes. Understand the following as special cases: 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). Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-2: Quick Check Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). Show groups of 10 with connecting cubes. Understand the following as special cases: 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). Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-2: Reteach to Build Understanding Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). Show groups of 10 with connecting cubes. Understand the following as special cases: 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). Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-2: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 8-2: Enrichment Game: Gobbling Globs - Tens and Ones 8-2: Pick a Project Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). Show groups of 10 with connecting cubes. Understand the following as special cases: 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). Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-2: Another Look Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). Show groups of 10 with connecting cubes. Understand the following as special cases: 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). Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. Spanish Resources 8-2: eText del Libro del estudiante 8-2: Repaso diario 8-2: Aprendizaje visual 8-2: Amigo de práctica interactiva 8-2: Práctica adicional interactiva 8-2: Refuerzo para mejorar la comprensión 8-2: Desarrollar la competencia matemática 8-2: Ampliación 8-3: Count with Groups of Tens and Ones Interactive Student Edition: Grade 1 Lesson 8-3 Math Anytime 8-3: Daily Review Topic 8: Today's Challenge Step 1: Problem-Based Learning 8-3: Solve & Share Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Group tens to solve problems. Understand that the two digits of a two-digit number represent amounts of tens and ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 8-3: Visual Learning Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Group tens to solve problems. Understand that the two digits of a two-digit number represent amounts of tens and ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-3: Convince Me! Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Group tens to solve problems. Understand that the two digits of a two-digit number represent amounts of tens and ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. Practice and Problem Solving 8-3: Student Edition Practice Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Group tens to solve problems. Understand that the two digits of a two-digit number represent amounts of tens and ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-3: Interactive Practice Buddy 8-3: Interactive Additional Practice Step 3: Assess & Differentiate 8-3: Another Look Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Group tens to solve problems. Understand that the two digits of a two-digit number represent amounts of tens and ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-3: Enrichment Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Group tens to solve problems. Understand that the two digits of a two-digit number represent amounts of tens and ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-3: Quick Check Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Group tens to solve problems. Understand that the two digits of a two-digit number represent amounts of tens and ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-3: Reteach to Build Understanding Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Group tens to solve problems. Understand that the two digits of a two-digit number represent amounts of tens and ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-3: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 8-3: Enrichment 8-3: Digital Math Tool Activity 8-3: enVision STEM Activity Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Group tens to solve problems. Understand that the two digits of a two-digit number represent amounts of tens and ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-3: Another Look Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Group tens to solve problems. Understand that the two digits of a two-digit number represent amounts of tens and ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. Spanish Resources 8-3: eText del Libro del estudiante 8-3: Repaso diario 8-3: Aprendizaje visual 8-3: Amigo de práctica interactiva 8-3: Práctica adicional interactiva 8-3: Refuerzo para mejorar la comprensión 8-3: Desarrollar la competencia matemática 8-3: Ampliación 8-4: Tens and Ones Interactive Student Edition: Grade 1 Lesson 8-4 Math Anytime 8-4: Daily Review Topic 8: Today's Challenge Step 1: Problem-Based Learning 8-4: Solve & Share Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count tens and ones to find a two-digit number. Understand that the two digits of a two-digit number represent amounts of tens and ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 8-4: Visual Learning Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Build representations of numbers up to 31 by creating a group of 10 and some ones (e.g., 13 = one 10 and three 1s). 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count tens and ones to find a two-digit number. Understand that the two digits of a two-digit number represent amounts of tens and ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. Identify the value of the numbers in the tens and one place within a given number up to 31. 8-4: Convince Me! Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count tens and ones to find a two-digit number. Understand that the two digits of a two-digit number represent amounts of tens and ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. Practice and Problem Solving 8-4: Student Edition Practice Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count tens and ones to find a two-digit number. Understand that the two digits of a two-digit number represent amounts of tens and ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-4: Interactive Practice Buddy 8-4: Interactive Additional Practice Step 3: Assess & Differentiate 8-4: Another Look Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count tens and ones to find a two-digit number. Understand that the two digits of a two-digit number represent amounts of tens and ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-4: Enrichment Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count tens and ones to find a two-digit number. Understand that the two digits of a two-digit number represent amounts of tens and ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-4: Quick Check Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count tens and ones to find a two-digit number. Understand that the two digits of a two-digit number represent amounts of tens and ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-4: Reteach to Build Understanding Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Build representations of numbers up to 31 by creating a group of 10 and some ones (e.g., 13 = one 10 and three 1s). 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count tens and ones to find a two-digit number. Understand that the two digits of a two-digit number represent amounts of tens and ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. Identify the value of the numbers in the tens and one place within a given number up to 31. 8-4: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 8-4: Enrichment Game: Gobbling Globs - Tens and Ones 8-4: Problem-Solving Reading Activity Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count tens and ones to find a two-digit number. Understand that the two digits of a two-digit number represent amounts of tens and ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-4: Another Look Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Build representations of numbers up to 31 by creating a group of 10 and some ones (e.g., 13 = one 10 and three 1s). 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count tens and ones to find a two-digit number. Understand that the two digits of a two-digit number represent amounts of tens and ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. Identify the value of the numbers in the tens and one place within a given number up to 31. Spanish Resources 8-4: eText del Libro del estudiante 8-4: Repaso diario 8-4: Aprendizaje visual 8-4: Amigo de práctica interactiva 8-4: Práctica adicional interactiva 8-4: Refuerzo para mejorar la comprensión 8-4: Desarrollar la competencia matemática 8-4: Ampliación 8-5: Continue with Tens and Ones Interactive Student Edition: Grade 1 Lesson 8-5 Math Anytime 8-5: Daily Review Topic 8: Today's Challenge Step 1: Problem-Based Learning 8-5: Solve & Share Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use drawings to solve problems with tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use place- value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 8-5: Visual Learning Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use drawings to solve problems with tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-5: Convince Me! Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use drawings to solve problems with tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. Practice and Problem Solving 8-5: Student Edition Practice Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use drawings to solve problems with tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-5: Interactive Practice Buddy 8-5: Interactive Additional Practice Step 3: Assess & Differentiate 8-5: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use drawings to solve problems with tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-5: Enrichment Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use drawings to solve problems with tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-5: Quick Check Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use drawings to solve problems with tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-5: Reteach to Build Understanding Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use drawings to solve problems with tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-5: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 8-5: Enrichment Game: Gobbling Globs - Tens and Ones 8-5: enVision STEM Activity Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use drawings to solve problems with tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-5: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use drawings to solve problems with tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. Spanish Resources 8-5: eText del Libro del estudiante 8-5: Repaso diario 8-5: Aprendizaje visual 8-5: Amigo de práctica interactiva 8-5: Práctica adicional interactiva 8-5: Refuerzo para mejorar la comprensión 8-5: Desarrollar la competencia matemática 8-5: Ampliación 8-6: Different Names for the Same Number Interactive Student Edition: Grade 1 Lesson 8-6 Math Anytime 8-6: Daily Review Topic 8: Today's Challenge Step 1: Problem-Based Learning 8-6: Solve & Share Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Decompose numbers in multiple ways. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 8-6: Visual Learning Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Decompose numbers in multiple ways. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-6: Convince Me! Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Decompose numbers in multiple ways. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. Practice and Problem Solving 8-6: Student Edition Practice Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Decompose numbers in multiple ways. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-6: Interactive Practice Buddy 8-6: Interactive Additional Practice Step 3: Assess & Differentiate 8-6: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Decompose numbers in multiple ways. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-6: Enrichment Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Decompose numbers in multiple ways. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-6: Quick Check Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Decompose numbers in multiple ways. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-6: Reteach to Build Understanding Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Decompose numbers in multiple ways. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-6: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 8-6: Enrichment 8-6: Digital Math Tool Activity 8-6: Pick a Project Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Decompose numbers in multiple ways. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-6: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Decompose numbers in multiple ways. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. Spanish Resources 8-6: eText del Libro del estudiante 8-6: Repaso diario 8-6: Aprendizaje visual 8-6: Amigo de práctica interactiva 8-6: Práctica adicional interactiva 8-6: Refuerzo para mejorar la comprensión 8-6: Desarrollar la competencia matemática 8-6: Ampliación 8-7: Problem Solving: Look For and Use Structure Interactive Student Edition: Grade 1 Lesson 8-7 Math Anytime 8-7: Daily Review Topic 8: Today's Challenge Step 1: Problem-Based Learning 8-7: Solve & Share Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Look for and make use of structure. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Use tens and ones to make numbers in different ways. Understand that the two digits of a two- digit number represent amounts of tens and ones. Look for and make use of structure. Look for and make use of structure. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Look for and make use of structure. 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. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 8-7: Visual Learning Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Use tens and ones to make numbers in different ways. Understand that the two digits of a two-digit number represent amounts of tens and ones. Look for and make use of structure. Look for and make use of structure. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Look for and make use of structure. 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. 8-7: Convince Me! Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Use tens and ones to make numbers in different ways. Understand that the two digits of a two-digit number represent amounts of tens and ones. Look for and make use of structure. Look for and make use of structure. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Look for and make use of structure. 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. Practice and Problem Solving 8-7: Student Edition Practice Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Use tens and ones to make numbers in different ways. Understand that the two digits of a two-digit number represent amounts of tens and ones. Look for and make use of structure. Look for and make use of structure. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Look for and make use of structure. 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. 8-7: Interactive Additional Practice Step 3: Assess & Differentiate 8-7: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Use tens and ones to make numbers in different ways. Understand that the two digits of a two-digit number represent amounts of tens and ones. Look for and make use of structure. Look for and make use of structure. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Look for and make use of structure. 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. 8-7: Enrichment Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Use tens and ones to make numbers in different ways. Understand that the two digits of a two-digit number represent amounts of tens and ones. Look for and make use of structure. Look for and make use of structure. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Look for and make use of structure. 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. 8-7: Quick Check Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Use tens and ones to make numbers in different ways. Understand that the two digits of a two-digit number represent amounts of tens and ones. Look for and make use of structure. Look for and make use of structure. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Look for and make use of structure. 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. 8-7: Reteach to Build Understanding Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Use tens and ones to make numbers in different ways. Understand that the two digits of a two-digit number represent amounts of tens and ones. Look for and make use of structure. Look for and make use of structure. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Look for and make use of structure. 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. 8-7: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 8-7: Enrichment Game: Save the Word: Grade 1 Topics 1-8 8-7: Problem-Solving Reading Activity Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Use tens and ones to make numbers in different ways. Understand that the two digits of a two-digit number represent amounts of tens and ones. Look for and make use of structure. Look for and make use of structure. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Look for and make use of structure. 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. 8-7: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Use tens and ones to make numbers in different ways. Understand that the two digits of a two-digit number represent amounts of tens and ones. Look for and make use of structure. Look for and make use of structure. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Look for and make use of structure. 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. Spanish Resources 8-7: eText del Libro del estudiante 8-7: Repaso diario 8-7: Aprendizaje visual 8-7: Práctica adicional interactiva 8-7: Refuerzo para mejorar la comprensión 8-7: Desarrollar la competencia matemática 8-7: Ampliación Topic 8: End of Topic Interactive Student Edition: End of Topic 8 Topic 8: Fluency Practice Activity Topic 8: Vocabulary Review Topic 8: Reteaching Interactive Student Edition: Topic 8 Assessment Practice Interactive Student Edition: Topic 8 Performance Task Topic 8 Performance Task Topic 8 Assessment 8-1: Visual Learning Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 10 can be thought of as a bundle of ten ones — called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numbers 11 to 19. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. 8-2: Visual Learning Curriculum Standards: 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). Show groups of 10 with connecting cubes. Understand the following as special cases: 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). Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-3: Visual Learning Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Group tens to solve problems. Understand that the two digits of a two-digit number represent amounts of tens and ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-4: Visual Learning Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count tens and ones to find a two-digit number. Understand that the two digits of a two-digit number represent amounts of tens and ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-5: Visual Learning Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use drawings to solve problems with tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 8-7: Visual Learning Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Use tens and ones to make numbers in different ways. Understand that the two digits of a two-digit number represent amounts of tens and ones. Look for and make use of structure. Look for and make use of structure. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Look for and make use of structure. 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. 9-5: Center Games Topic 8 Online Assessment: Printable Topic 8 Online Assessment Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Look for and make use of structure. 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use drawings to solve problems with tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Use tens and ones to make numbers in different ways. Look for and make use of structure. Look for and make use of structure. Look for and make use of structure. 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). 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). Show groups of 10 with connecting cubes. Understand the following as special cases: 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). Extend the counting sequence to read and write numerals to represent objects. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numbers 11 to 19. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Count tens and ones to find a two-digit number. Group tens to solve problems. Topic 8 Spanish Assessments Tema 8: Tarea de rendimento Tema 8: Evaluación Topics 1–8: Cumulative/Benchmark Assessments Topics 1–8: Cumulative/Benchmark Assessment 2-8: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Game: Gobbling Globs - Tens and Ones 2-7: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, 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. 2-5: Another Look Curriculum Standards: Apply properties of operations as strategies to add and subtract. Examples: 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.) Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Use the same addends to write two different equations with the same sum. Find number patterns on a number chart. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 addition or subtraction basic facts to represent a given problem situation using a number sentence. 2-3: Another Look Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 3-2: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 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 (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 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. (Students are not required to independently read the word problems.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Count on to add using an open number line. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Represent and solve problems involving 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. 4-6: Another Look Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to find subtraction facts. Understand subtraction as an unknown- addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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. 3-8: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Solve addition and subtraction word problems within 20. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 5-2: Another Look Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Determine if equations involving addition and subtraction are true. 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. 6-3: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, 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, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Interpret organized data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 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. 8-3: Another Look Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Group tens to solve problems. Understand that the two digits of a two-digit number represent amounts of tens and ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 7-2: Another Look Curriculum Standards: 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. 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. Count, with and without objects, forward and backward from any given number up to 120. 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. 8-4: Another Look Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count tens and ones to find a two-digit number. Understand that the two digits of a two-digit number represent amounts of tens and ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 5-6: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 8-6: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 10 can be thought of as a bundle of ten ones — called a “ten.” Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Decompose numbers in multiple ways. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 7-1: Another Look Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 10 can be thought of as a bundle of ten ones — called a “ten.” 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). Count by 10s to 120. Understand the following as special cases: 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). Extend the counting sequence to read and write numerals to represent objects. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 5-3: Another Look Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand 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 to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand 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 to three whole numbers. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Determine if equations involving addition and subtraction are true. 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. 5-7: Another Look Curriculum Standards: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Attend to precision. Understand 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 to three whole numbers. Attend to precision. Understand 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 to three whole numbers. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Attend to precision. Attend to precision. Represent and solve problems involving addition and subtraction within 20. Attend to precision. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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 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. 6-4: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use a picture graph to interpret data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and solve problems involving addition and subtraction within 20. Represent and interpret data using tables/charts. Read, write and represent whole numbers up to 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 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. 8-5: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use drawings to solve problems with tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. Topics 1–8: Printable Online Cumulative/Benchmark Assessment Topics 1–8: Online Cumulative/Benchmark Assessment Curriculum Standards: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Attend to precision. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Apply properties of operations as strategies to add and subtract. Examples: 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.) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 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. Understand 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 to three whole numbers. Attend to precision. Understand 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 to three whole numbers. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Attend to precision. Attend to precision. Represent and solve problems involving addition and subtraction within 20. Attend to precision. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-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 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 and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Understand subtraction as an unknown- addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to find subtraction facts. Understand subtraction as an unknown- addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Understand and apply properties of operations and the relationship between addition and subtraction. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Find the missing numbers in equations to make them true. Determine if addition and subtraction equations are true or false. Solve different types of addition word problems. Count on to add using an open 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. Solve word problems by drawing pictures and writing equations. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 10 can be thought of as a bundle of ten ones — called a “ten.” 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). Count by 10s to 120. Understand the following as special cases: 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). Extend the counting sequence to read and write numerals to represent objects. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Decompose numbers in multiple ways. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use place- value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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 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. 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. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use drawings to solve problems with tens and ones. Apply properties of operations as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. Use the same addends to write two different equations with the same sum. Find number patterns on a number chart. Solve problems using near doubles facts. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Count tens and ones to find a two-digit number. Group tens to solve problems. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Use a picture graph to interpret data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and interpret data using tables/charts. Use counting and comparison skills to create and analyze bar graphs and tally charts. Interpret organized data. Topic 9: Compare Two-Digit Numbers Topic 9: Animated Math Story: The Store Needs More Topic 9: Today's Challenge Topic 9: Beginning of Topic Interactive Student Edition: Beginning of Topic 9 Topic 9: enVision STEM Activity Topic 9: Review What You Know Topic 9: Vocabulary Cards 9-1: 1 More, 1 Less; 10 More, 10 Less Interactive Student Edition: Grade 1 Lesson 9-1 Math Anytime 9-1: Daily Review Topic 9: Today's Challenge Step 1: Problem-Based Learning 9-1: Solve & Share Curriculum Standards: 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; explain the reasoning used. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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; explain the reasoning used. 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; explain the reasoning used. Find numbers that are more or less than a given number. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Read, write and represent whole numbers up to 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. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 9-1: Visual Learning Curriculum Standards: 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. Find numbers that are more or less than a given number. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Read, write and represent whole numbers up to 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. 9-1: Convince Me! Curriculum Standards: 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. Find numbers that are more or less than a given number. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Read, write and represent whole numbers up to 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. Practice and Problem Solving 9-1: Student Edition Practice Curriculum Standards: 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. Find numbers that are more or less than a given number. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Read, write and represent whole numbers up to 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. 9-1: Interactive Practice Buddy 9-1: Interactive Additional Practice Step 3: Assess & Differentiate 9-1: Another Look Curriculum Standards: 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. Find numbers that are more or less than a given number. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Read, write and represent whole numbers up to 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. 9-1: Enrichment Curriculum Standards: 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. Find numbers that are more or less than a given number. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Read, write and represent whole numbers up to 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. 9-1: Quick Check Curriculum Standards: 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. Find numbers that are more or less than a given number. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Read, write and represent whole numbers up to 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. 9-1: Reteach to Build Understanding Curriculum Standards: 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. Find numbers that are more or less than a given number. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Read, write and represent whole numbers up to 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. 9-1: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 9-1: Enrichment Game: Launch that Sheep - Add and Subtract 1, 2, 5, 10 9-1: enVision STEM Activity Curriculum Standards: 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. Find numbers that are more or less than a given number. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Read, write and represent whole numbers up to 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. 9-1: Another Look Curriculum Standards: 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. Find numbers that are more or less than a given number. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Read, write and represent whole numbers up to 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. Spanish Resources 9-1: eText del Libro del estudiante 9-1: Repaso diario 9-1: Aprendizaje visual 9-1: Amigo de práctica interactiva 9-1: Práctica adicional interactiva 9-1: Refuerzo para mejorar la comprensión 9-1: Desarrollar la competencia matemática 9-1: Ampliación 9-2: Find Numbers on a Hundred Chart Interactive Student Edition: Grade 1 Lesson 9-2 Math Anytime 9-2: Daily Review Topic 9: Today's Challenge Step 1: Problem-Based Learning 9-2: Solve & Share Curriculum Standards: 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; explain the reasoning used. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Read, write and represent whole numbers up to 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. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 9-2: Visual Learning Curriculum Standards: 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Read, write and represent whole numbers up to 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. 9-2: Convince Me! Curriculum Standards: 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Read, write and represent whole numbers up to 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. Practice and Problem Solving 9-2: Student Edition Practice Curriculum Standards: 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Read, write and represent whole numbers up to 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. 9-2: Interactive Practice Buddy 9-2: Interactive Additional Practice Step 3: Assess & Differentiate 9-2: Another Look Curriculum Standards: 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Read, write and represent whole numbers up to 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. 9-2: Enrichment Curriculum Standards: 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Read, write and represent whole numbers up to 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. 9-2: Quick Check Curriculum Standards: 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Read, write and represent whole numbers up to 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. 9-2: Reteach to Build Understanding Curriculum Standards: 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Read, write and represent whole numbers up to 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. 9-2: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 9-2: Enrichment 9-2: Digital Math Tool Activity 9-2: Pick a Project Curriculum Standards: 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Read, write and represent whole numbers up to 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. 9-2: Another Look Curriculum Standards: 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Read, write and represent whole numbers up to 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. Spanish Resources 9-2: eText del Libro del estudiante 9-2: Repaso diario 9-2: Aprendizaje visual 9-2: Amigo de práctica interactiva 9-2: Práctica adicional interactiva 9-2: Refuerzo para mejorar la comprensión 9-2: Desarrollar la competencia matemática 9-2: Ampliación 9-3: Compare Numbers Interactive Student Edition: Grade 1 Lesson 9-3 Math Anytime 9-3: Daily Review Topic 9: Today's Challenge Step 1: Problem-Based Learning 9-3: Solve & Share Curriculum Standards: 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. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Compare two two- digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 9-3: Visual Learning Curriculum Standards: 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. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two-digit numbers up to 31 using representations and numbers (e.g., identify more 10s, less 10s, more 1s, fewer 1s, larger number, smaller number). Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. 9-3: Convince Me! Curriculum Standards: 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. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Extend the counting sequence to read and write numerals to represent objects. Use place- value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. Practice and Problem Solving 9-3: Student Edition Practice Curriculum Standards: 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. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Extend the counting sequence to read and write numerals to represent objects. Use place- value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. 9-3: Interactive Practice Buddy 9-3: Interactive Additional Practice Step 3: Assess & Differentiate 9-3: Another Look Curriculum Standards: 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. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Extend the counting sequence to read and write numerals to represent objects. Use place- value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. 9-3: Enrichment Curriculum Standards: 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. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Extend the counting sequence to read and write numerals to represent objects. Use place- value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. 9-3: Quick Check Curriculum Standards: 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. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Extend the counting sequence to read and write numerals to represent objects. Use place- value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. 9-3: Reteach to Build Understanding Curriculum Standards: 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. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two-digit numbers up to 31 using representations and numbers (e.g., identify more 10s, less 10s, more 1s, fewer 1s, larger number, smaller number). Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. 9-3: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 9-3: Enrichment 9-3: Digital Math Tool Activity 9-3: Problem-Solving Reading Activity Curriculum Standards: 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. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Extend the counting sequence to read and write numerals to represent objects. Use place- value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. 9-3: Another Look Curriculum Standards: 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. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two-digit numbers up to 31 using representations and numbers (e.g., identify more 10s, less 10s, more 1s, fewer 1s, larger number, smaller number). Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. Spanish Resources 9-3: eText del Libro del estudiante 9-3: Repaso diario 9-3: Aprendizaje visual 9-3: Amigo de práctica interactiva 9-3: Práctica adicional interactiva 9-3: Refuerzo para mejorar la comprensión 9-3: Desarrollar la competencia matemática 9-3: Ampliación 9-4: Compare Numbers with Symbols (>, <, =) Interactive Student Edition: Grade 1 Lesson 9-4 Math Anytime 9-4: Daily Review Topic 9: Today's Challenge Step 1: Problem-Based Learning 9-4: Solve & Share Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 9-4: Visual Learning Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. 9-4: Convince Me! Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. Practice and Problem Solving 9-4: Student Edition Practice Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. 9-4: Interactive Practice Buddy 9-4: Interactive Additional Practice Step 3: Assess & Differentiate 9-4: Another Look Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. 9-4: Enrichment Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. 9-4: Quick Check Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. 9-4: Reteach to Build Understanding Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. 9-4: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 9-4: Enrichment 9-4: Digital Math Tool Activity 9-4: Problem-Solving Reading Activity Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. 9-4: Another Look Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. Spanish Resources 9-4: eText del Libro del estudiante 9-4: Repaso diario 9-4: Aprendizaje visual 9-4: Amigo de práctica interactiva 9-4: Práctica adicional interactiva 9-4: Refuerzo para mejorar la comprensión 9-4: Desarrollar la competencia matemática 9-4: Ampliación 9-5: Compare Numbers on a Number Line Interactive Student Edition: Grade 1 Lesson 9-5 Math Anytime 9-5: Daily Review Topic 9: Today's Challenge Step 1: Problem-Based Learning 9-5: Solve & Share Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 9-5: Visual Learning Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. 9-5: Convince Me! Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. Practice and Problem Solving 9-5: Student Edition Practice Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. 9-5: Interactive Practice Buddy 9-5: Interactive Additional Practice Step 3: Assess & Differentiate 9-5: Another Look Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. 9-5: Enrichment Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. 9-5: Quick Check Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. 9-5: Reteach to Build Understanding Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. 9-5: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 9-5: Enrichment Game: Launch that Sheep - Add and Subtract 1, 2, 5, 10 9-5: Pick a Project Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. 9-5: Another Look Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. Spanish Resources 9-5: eText del Libro del estudiante 9-5: Repaso diario 9-5: Aprendizaje visual 9-5: Amigo de práctica interactiva 9-5: Práctica adicional interactiva 9-5: Refuerzo para mejorar la comprensión 9-5: Desarrollar la competencia matemática 9-5: Ampliación Topic 9: 3-Act Math: Digit Flip Interactive Student Edition: Grade 1,Topic 9: 3-Act Math Mathematical Modeling Topic 9: 3-Act Math: Digit Flip, Act 1 Topic 9: 3-Act Math: Digit Flip, Act 2 Topic 9: 3-Act Math: Digit Flip, Act 3 Topic 9: 3-Act Math: Digit Flip, Sequel 9-6: Problem Solving: Make Sense and Persevere Interactive Student Edition: Grade 1 Lesson 9-6 Math Anytime 9-6: Daily Review Topic 9: Today's Challenge Step 1: Problem-Based Learning 9-6: Solve & Share Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 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 <. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Make sense of problems and persevere in solving them. Read, write and represent whole numbers up to 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. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 9-6: Visual Learning Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 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 <. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Make sense of problems and persevere in solving them. Read, write and represent whole numbers up to 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. 9-6: Convince Me! Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 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 <. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Make sense of problems and persevere in solving them. Read, write and represent whole numbers up to 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. Practice and Problem Solving 9-6: Student Edition Practice Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 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 <. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Make sense of problems and persevere in solving them. Read, write and represent whole numbers up to 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. 9-6: Interactive Additional Practice Step 3: Assess & Differentiate 9-6: Another Look Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 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 <. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Make sense of problems and persevere in solving them. Read, write and represent whole numbers up to 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. 9-6: Enrichment Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 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 <. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Make sense of problems and persevere in solving them. Read, write and represent whole numbers up to 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. 9-6: Quick Check Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 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 <. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Make sense of problems and persevere in solving them. Read, write and represent whole numbers up to 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. 9-6: Reteach to Build Understanding Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 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 <. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Make sense of problems and persevere in solving them. Read, write and represent whole numbers up to 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. 9-6: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 9-6: Enrichment Game: Fluency - Add and Subtract within 10 9-6: enVision STEM Activity Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 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 <. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Make sense of problems and persevere in solving them. Read, write and represent whole numbers up to 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. 9-6: Another Look Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 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 <. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Make sense of problems and persevere in solving them. Read, write and represent whole numbers up to 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. Spanish Resources 9-6: eText del Libro del estudiante 9-6: Repaso diario 9-6: Aprendizaje visual 9-6: Práctica adicional interactiva 9-6: Refuerzo para mejorar la comprensión 9-6: Desarrollar la competencia matemática 9-6: Ampliación Topic 9: End of Topic Interactive Student Edition: End of Topic 9 Topic 9: Fluency Practice Activity Topic 9: Vocabulary Review Topic 9: Reteaching Interactive Student Edition: Topic 9 Assessment Practice Interactive Student Edition: Topic 9 Performance Task Topic 9 Performance Task Topic 9 Assessment 9-4: Visual Learning Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. 9-5: Visual Learning Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. 9-6: Visual Learning Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 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 <. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Make sense of problems and persevere in solving them. Read, write and represent whole numbers up to 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. 10-1: Center Games 9-1: Visual Learning Curriculum Standards: 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. Find numbers that are more or less than a given number. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Read, write and represent whole numbers up to 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. 9-2: Visual Learning Curriculum Standards: 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Read, write and represent whole numbers up to 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. 9-3: Visual Learning Curriculum Standards: 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. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Extend the counting sequence to read and write numerals to represent objects. Use place- value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. Topic 9 Online Assessment: Printable Topic 9 Online Assessment Curriculum Standards: 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; explain the reasoning used. 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. Make sense of problems and persevere in solving them. 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Read, write and represent whole numbers up to 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. 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. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. Use place-value blocks to compare 2 two- digit numbers. Extend the counting sequence to read and write numerals to represent objects. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Make sense of a problem and find the best way to solve it. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Compare and write two-digit numbers that are greater than or less than other two-digit numbers. Topic 9 Spanish Assessments Tema 9: Tarea de rendimento Tema 9: Evaluación Topic 10: Use Models and Strategies to Add Tens and Ones Topic 10: Animated Math Story: Tens at the Hat Store Topic 10: Today's Challenge Topic 10: Beginning of Topic Interactive Student Edition: Beginning of Topic 10 Topic 10: enVision STEM Activity Topic 10: Review What You Know 10-1: Add Tens Using Models Interactive Student Edition: Grade 1 Lesson 10-1 Math Anytime 10-1: Daily Review Topic 10: Today's Challenge Step 1: Problem-Based Learning 10-1: Solve & Share Curriculum Standards: Understand the following as special cases: 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). 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. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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). 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 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). 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. 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 place-value concepts and properties of operations to add and subtract within 100. 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. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 10-1: Visual Learning Curriculum Standards: Understand the following as special cases: 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). 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 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). 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 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). 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. 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 place-value concepts and properties of operations to add and subtract within 100. 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. 10-1: Convince Me! Curriculum Standards: Understand the following as special cases: 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). 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 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). 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 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). 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. 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 place-value concepts and properties of operations to add and subtract within 100. 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. Practice and Problem Solving 10-1: Student Edition Practice Curriculum Standards: Understand the following as special cases: 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). 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 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). 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 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). 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. 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 place-value concepts and properties of operations to add and subtract within 100. 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. 10-1: Interactive Practice Buddy 10-1: Interactive Additional Practice Step 3: Assess & Differentiate 10-1: Another Look Curriculum Standards: Understand the following as special cases: 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). 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 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). 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 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). 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. 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 place-value concepts and properties of operations to add and subtract within 100. 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. 10-1: Enrichment Curriculum Standards: Understand the following as special cases: 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). 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 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). 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 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). 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. 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 place-value concepts and properties of operations to add and subtract within 100. 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. 10-1: Quick Check Curriculum Standards: Understand the following as special cases: 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). 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 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). 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 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). 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. 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 place-value concepts and properties of operations to add and subtract within 100. 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. 10-1: Reteach to Build Understanding Curriculum Standards: Understand the following as special cases: 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). 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 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). 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 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). 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. 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 place-value concepts and properties of operations to add and subtract within 100. 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. 10-1: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 10-1: Enrichment 10-1: Digital Math Tool Activity 10-1: Pick a Project Curriculum Standards: Understand the following as special cases: 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). 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 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). 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 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). 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. 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 place-value concepts and properties of operations to add and subtract within 100. 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. 10-1: Another Look Curriculum Standards: Understand the following as special cases: 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). 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 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). 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 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). 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. 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 place-value concepts and properties of operations to add and subtract within 100. 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. Spanish Resources 10-1: eText del Libro del estudiante 10-1: Repaso diario 10-1: Aprendizaje visual 10-1: Amigo de práctica interactiva 10-1: Práctica adicional interactiva 10-1: Refuerzo para mejorar la comprensión 10-1: Desarrollar la competencia matemática 10-1: Ampliación 10-2: Mental Math: Ten More Than a Number Interactive Student Edition: Grade 1 Lesson 10-2 Math Anytime 10-2: Daily Review Topic 10: Today's Challenge Step 1: Problem-Based Learning 10-2: Solve & Share Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 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; explain the reasoning used. Use place-value concepts and properties of operations to add and subtract within 100. 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. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 10-2: Visual Learning Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 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; explain the reasoning used. Use place-value concepts and properties of operations to add and subtract within 100. 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 base ten blocks to model simple addition or subtraction equations within 20 based upon a word problem. 10-2: Convince Me! Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 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; explain the reasoning used. Use place-value concepts and properties of operations to add and subtract within 100. 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. Practice and Problem Solving 10-2: Student Edition Practice Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 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; explain the reasoning used. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-2: Interactive Practice Buddy 10-2: Interactive Additional Practice Step 3: Assess & Differentiate 10-2: Another Look Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 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; explain the reasoning used. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-2: Enrichment Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 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; explain the reasoning used. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-2: Quick Check Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 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; explain the reasoning used. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-2: Reteach to Build Understanding Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 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; explain the reasoning used. Use place-value concepts and properties of operations to add and subtract within 100. 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 base ten blocks to model simple addition or subtraction equations within 20 based upon a word problem. 10-2: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 10-2: Enrichment 10-2: Digital Math Tool Activity 10-2: Problem-Solving Reading Activity Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 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; explain the reasoning used. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-2: Another Look Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 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; explain the reasoning used. Use place-value concepts and properties of operations to add and subtract within 100. 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. Spanish Resources 10-2: eText del Libro del estudiante 10-2: Repaso diario 10-2: Aprendizaje visual 10-2: Amigo de práctica interactiva 10-2: Práctica adicional interactiva 10-2: Refuerzo para mejorar la comprensión 10-2: Desarrollar la competencia matemática 10-2: Ampliación 10-3: Add Tens and Ones Using a Hundred Chart Interactive Student Edition: Grade 1 Lesson 10-3 Math Anytime 10-3: Daily Review Topic 10: Today's Challenge Step 1: Problem-Based Learning 10-3: Solve & Share Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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). 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 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). 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 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. Use place-value concepts and properties of operations to add and subtract within 100. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 10-3: Visual Learning Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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. Add a two-digit number and a multiple of 10 (e.g., 28 + 30 = ). 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). 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 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). 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 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. Use place-value concepts and properties of operations to add and subtract within 100. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. 10-3: Convince Me! Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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 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). 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 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). 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 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. Use place-value concepts and properties of operations to add and subtract within 100. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Practice and Problem Solving 10-3: Student Edition Practice Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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 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). 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 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). 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 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. Use place-value concepts and properties of operations to add and subtract within 100. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. 10-3: Interactive Practice Buddy 10-3: Interactive Additional Practice Step 3: Assess & Differentiate 10-3: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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 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). 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 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). 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 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. Use place-value concepts and properties of operations to add and subtract within 100. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. 10-3: Enrichment Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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 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). 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 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). 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 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. Use place-value concepts and properties of operations to add and subtract within 100. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. 10-3: Quick Check Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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 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). 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 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). 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 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. Use place-value concepts and properties of operations to add and subtract within 100. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. 10-3: Reteach to Build Understanding Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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. Add a two-digit number and a multiple of 10 (e.g., 28 + 30 = ). 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). 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 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). 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 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. Use place-value concepts and properties of operations to add and subtract within 100. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. 10-3: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 10-3: Enrichment 10-3: Digital Math Tool Activity 10-3: enVision STEM Activity Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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 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). 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 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). 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 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. Use place-value concepts and properties of operations to add and subtract within 100. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. 10-3: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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. Add a two-digit number and a multiple of 10 (e.g., 28 + 30 = ). 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). 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 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). 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 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. Use place-value concepts and properties of operations to add and subtract within 100. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Spanish Resources 10-3: eText del Libro del estudiante 10-3: Repaso diario 10-3: Aprendizaje visual 10-3: Amigo de práctica interactiva 10-3: Práctica adicional interactiva 10-3: Refuerzo para mejorar la comprensión 10-3: Desarrollar la competencia matemática 10-3: Ampliación 10-4: Add Tens and Ones Using an Open Number Line Interactive Student Edition: Grade 1 Lesson 10-4 Math Anytime 10-4: Daily Review Topic 10: Today's Challenge Step 1: Problem-Based Learning 10-4: Solve & Share Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 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 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). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 10-4: Visual Learning Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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 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). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 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 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). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 10-4: Convince Me! Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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 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). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 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 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). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Practice and Problem Solving 10-4: Student Edition Practice Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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 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). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 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 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). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 10-4: Interactive Practice Buddy 10-4: Interactive Additional Practice Step 3: Assess & Differentiate 10-4: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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 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). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 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 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). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 10-4: Enrichment Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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 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). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 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 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). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 10-4: Quick Check Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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 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). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 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 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). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 10-4: Reteach to Build Understanding Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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 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). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 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 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). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 10-4: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 10-4: Enrichment 10-4: Digital Math Tool Activity 10-4: Problem-Solving Reading Activity Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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 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). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 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 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). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 10-4: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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 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). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 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 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). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Spanish Resources 10-4: eText del Libro del estudiante 10-4: Repaso diario 10-4: Aprendizaje visual 10-4: Amigo de práctica interactiva 10-4: Práctica adicional interactiva 10-4: Refuerzo para mejorar la comprensión 10-4: Desarrollar la competencia matemática 10-4: Ampliación 10-5: Add Tens and Ones Using Models Interactive Student Edition: Grade 1 Lesson 10-5 Math Anytime 10-5: Daily Review Topic 10: Today's Challenge Step 1: Problem-Based Learning 10-5: Solve & Share Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 10-5: Visual Learning Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-5: Convince Me! Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. Practice and Problem Solving 10-5: Student Edition Practice Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-5: Interactive Practice Buddy 10-5: Interactive Additional Practice Step 3: Assess & Differentiate 10-5: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-5: Enrichment Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-5: Quick Check Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-5: Reteach to Build Understanding Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-5: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 10-5: Enrichment Game: Gobbling Globs - Tens and Ones 10-5: enVision STEM Activity Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-5: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. Spanish Resources 10-5: eText del Libro del estudiante 10-5: Repaso diario 10-5: Aprendizaje visual 10-5: Amigo de práctica interactiva 10-5: Práctica adicional interactiva 10-5: Refuerzo para mejorar la comprensión 10-5: Desarrollar la competencia matemática 10-5: Ampliación 10-6: Make a Ten to Add Interactive Student Edition: Grade 1 Lesson 10-6 Math Anytime 10-6: Daily Review Topic 10: Today's Challenge Step 1: Problem-Based Learning 10-6: Solve & Share Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 10-6: Visual Learning Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-6: Convince Me! Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. Practice and Problem Solving 10-6: Student Edition Practice Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-6: Interactive Practice Buddy 10-6: Interactive Additional Practice Step 3: Assess & Differentiate 10-6: Another Look Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-6: Enrichment Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-6: Quick Check Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-6: Reteach to Build Understanding Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-6: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 10-6: Enrichment 10-6: Digital Math Tool Activity 10-6: Pick a Project Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-6: Another Look Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. Spanish Resources 10-6: eText del Libro del estudiante 10-6: Repaso diario 10-6: Aprendizaje visual 10-6: Amigo de práctica interactiva 10-6: Práctica adicional interactiva 10-6: Refuerzo para mejorar la comprensión 10-6: Desarrollar la competencia matemática 10-6: Ampliación 10-7: Add Using Place Value Interactive Student Edition: Grade 1 Lesson 10-7 Math Anytime 10-7: Daily Review Topic 10: Today's Challenge Step 1: Problem-Based Learning 10-7: Solve & Share Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 10-7: Visual Learning Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-7: Convince Me! Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. Practice and Problem Solving 10-7: Student Edition Practice Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-7: Interactive Practice Buddy 10-7: Interactive Additional Practice Step 3: Assess & Differentiate 10-7: Another Look Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-7: Enrichment Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-7: Quick Check Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-7: Reteach to Build Understanding Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-7: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 10-7: Enrichment Game: Gobbling Globs - Tens and Ones 10-7: Pick a Project Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-7: Another Look Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. Spanish Resources 10-7: eText del Libro del estudiante 10-7: Repaso diario 10-7: Aprendizaje visual 10-7: Amigo de práctica interactiva 10-7: Práctica adicional interactiva 10-7: Refuerzo para mejorar la comprensión 10-7: Desarrollar la competencia matemática 10-7: Ampliación 10-8: Practice Adding Using Strategies Interactive Student Edition: Grade 1 Lesson 10-8 Math Anytime 10-8: Daily Review Topic 10: Today's Challenge Step 1: Problem-Based Learning 10-8: Solve & Share Curriculum Standards: 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; explain the reasoning used. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. 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; explain the reasoning used. 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; explain the reasoning used. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 10-8: Visual Learning Curriculum Standards: 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-8: Convince Me! Curriculum Standards: 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. Practice and Problem Solving 10-8: Student Edition Practice Curriculum Standards: 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-8: Interactive Practice Buddy 10-8: Interactive Additional Practice Step 3: Assess & Differentiate 10-8: Another Look Curriculum Standards: 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-8: Enrichment Curriculum Standards: 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-8: Quick Check Curriculum Standards: 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-8: Reteach to Build Understanding Curriculum Standards: 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-8: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 10-8: Enrichment Game: Gobbling Globs - Tens and Ones 10-8: Pick a Project Curriculum Standards: 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-8: Another Look Curriculum Standards: 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. Spanish Resources 10-8: eText del Libro del estudiante 10-8: Repaso diario 10-8: Aprendizaje visual 10-8: Amigo de práctica interactiva 10-8: Práctica adicional interactiva 10-8: Refuerzo para mejorar la comprensión 10-8: Desarrollar la competencia matemática 10-8: Ampliación 10-9: Problem Solving: Model with Math Interactive Student Edition: Grade 1 Lesson 10-9 Math Anytime 10-9: Daily Review Topic 10: Today's Challenge Step 1: Problem-Based Learning 10-9: Solve & Share Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. Model with mathematics. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 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. 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. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 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. Model with mathematics. Model with mathematics. Use place-value concepts and properties of operations to add and subtract within 100. Model with mathematics. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 10-9: Visual Learning Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. Model with mathematics. Use base ten blocks to model simple addition or subtraction equations within 20 based upon a word problem. 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. 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. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 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. Model with mathematics. Model with mathematics. Use place-value concepts and properties of operations to add and subtract within 100. Model with mathematics. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. 10-9: Convince Me! Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. 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. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 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. Model with mathematics. Model with mathematics. Use place-value concepts and properties of operations to add and subtract within 100. Model with mathematics. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Practice and Problem Solving 10-9: Student Edition Practice Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. 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. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 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. Model with mathematics. Model with mathematics. Use place-value concepts and properties of operations to add and subtract within 100. Model with mathematics. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. 10-9: Interactive Additional Practice Step 3: Assess & Differentiate 10-9: Another Look Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. 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. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 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. Model with mathematics. Model with mathematics. Use place-value concepts and properties of operations to add and subtract within 100. Model with mathematics. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. 10-9: Enrichment Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. 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. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 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. Model with mathematics. Model with mathematics. Use place-value concepts and properties of operations to add and subtract within 100. Model with mathematics. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. 10-9: Quick Check Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. 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. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 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. Model with mathematics. Model with mathematics. Use place-value concepts and properties of operations to add and subtract within 100. Model with mathematics. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. 10-9: Reteach to Build Understanding Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. Model with mathematics. Use base ten blocks to model simple addition or subtraction equations within 20 based upon a word problem. 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. 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. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 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. Model with mathematics. Model with mathematics. Use place-value concepts and properties of operations to add and subtract within 100. Model with mathematics. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. 10-9: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 10-9: Enrichment Game: Save the Word: Grade 1 Topics 1-8 10-9: Pick a Project Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. 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. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 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. Model with mathematics. Model with mathematics. Use place-value concepts and properties of operations to add and subtract within 100. Model with mathematics. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. 10-9: Another Look Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. Model with mathematics. Use base ten blocks to model simple addition or subtraction equations within 20 based upon a word problem. 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. 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. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 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. Model with mathematics. Model with mathematics. Use place-value concepts and properties of operations to add and subtract within 100. Model with mathematics. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Spanish Resources 10-9: eText del Libro del estudiante 10-9: Repaso diario 10-9: Aprendizaje visual 10-9: Práctica adicional interactiva 10-9: Refuerzo para mejorar la comprensión 10-9: Desarrollar la competencia matemática 10-9: Ampliación Topic 10: End of Topic Interactive Student Edition: End of Topic 10 Topic 10: Fluency Practice Activity Topic 10: Vocabulary Review Topic 10: Reteaching Interactive Student Edition: Topic 10 Assessment Practice Interactive Student Edition: Topic 10 Performance Task Topic 10 Performance Task Topic 10 Assessment Game: AddIt - 2-Digit Numbers 10-6: Visual Learning Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-7: Visual Learning Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-8: Visual Learning Curriculum Standards: 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; explain the reasoning used. 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; explain the reasoning used. 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; explain the reasoning used. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-1: Visual Learning Curriculum Standards: Understand the following as special cases: 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). 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 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). 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 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). 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. 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 place-value concepts and properties of operations to add and subtract within 100. 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. 10-2: Visual Learning Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 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; explain the reasoning used. Use place-value concepts and properties of operations to add and subtract within 100. 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 base ten blocks to model simple addition or subtraction equations within 20 based upon a word problem. 10-3: Visual Learning Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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 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). 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 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). 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 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. Use place-value concepts and properties of operations to add and subtract within 100. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. 10-4: Visual Learning Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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 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). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 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 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). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 10-5: Visual Learning Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. Topic 10 Online Assessment: Printable Topic 10 Online Assessment Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. Understand that the two digits of a two-digit number represent amounts 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. Understand the following as special cases: 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). 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 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 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). Solve addition problems by using blocks or drawings. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Solve addition problems using different strategies. Add 2 two-digit numbers. 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; explain the reasoning used. Find a number that is 10 more or 10 less than a given number. Add 2 multiples of 10. Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Use a number line to solve addition problems. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Use a hundred chart to add tens and ones. Topic 10 Spanish Assessments Tema 10: Tarea de rendimento Tema 10: Evaluación Topic 11: Use Models and Strategies to Subtract Tens Topic 11: Animated Math Story: Tens at the Shoe Store Topic 11: Today's Challenge Topic 11: Beginning of Topic Interactive Student Edition: Beginning of Topic 11 Topic 11: enVision STEM Activity Topic 11: Review What You Know 11-1: Subtract Tens Using Models Interactive Student Edition: Grade 1 Lesson 11-1 Math Anytime 11-1: Daily Review Topic 11: Today's Challenge Step 1: Problem-Based Learning 11-1: Solve & Share Curriculum Standards: Understand the following as special cases: 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Use models 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 11-1: Visual Learning Curriculum Standards: Understand the following as special cases: 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Using base ten blocks, subtract multiples of 10 (e.g., 30 – 10 = ). 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Use models 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. 11-1: Convince Me! Curriculum Standards: Understand the following as special cases: 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Use models 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. Practice and Problem Solving 11-1: Student Edition Practice Curriculum Standards: Understand the following as special cases: 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Use models 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. 11-1: Interactive Practice Buddy 11-1: Interactive Additional Practice Step 3: Assess & Differentiate 11-1: Another Look Curriculum Standards: Understand the following as special cases: 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Use models 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. 11-1: Enrichment Curriculum Standards: Understand the following as special cases: 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Use models 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. 11-1: Quick Check Curriculum Standards: Understand the following as special cases: 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Use models 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. 11-1: Reteach to Build Understanding Curriculum Standards: Understand the following as special cases: 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Using base ten blocks, subtract multiples of 10 (e.g., 30 – 10 = ). 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Use models 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. 11-1: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 11-1: Enrichment 11-1: Digital Math Tool Activity 11-1: Pick a Project Curriculum Standards: Understand the following as special cases: 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Use models 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. 11-1: Another Look Curriculum Standards: Understand the following as special cases: 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Using base ten blocks, subtract multiples of 10 (e.g., 30 – 10 = ). 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Use models 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. Spanish Resources 11-1: eText del Libro del estudiante 11-1: Repaso diario 11-1: Aprendizaje visual 11-1: Amigo de práctica interactiva 11-1: Práctica adicional interactiva 11-1: Refuerzo para mejorar la comprensión 11-1: Desarrollar la competencia matemática 11-1: Ampliación 11-2: Subtract Tens Using a Hundred Chart Interactive Student Edition: Grade 1 Lesson 11-2 Math Anytime 11-2: Daily Review Topic 11: Today's Challenge Step 1: Problem-Based Learning 11-2: Solve & Share Curriculum Standards: Understand that the two digits of a two-digit number represent amounts 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. 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. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Understand that the two digits of a two-digit number represent amounts 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. 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. Understand that the two digits of a two-digit number represent amounts 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. 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. Use a hundred chart to subtract a multiple of 10 from another multiple of 10. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. Find a number that is 10 more or 10 less than a given number. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 11-2: Visual Learning Curriculum Standards: Understand that the two digits of a two-digit number represent amounts 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. 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. Understand that the two digits of a two-digit number represent amounts 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. 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. Understand that the two digits of a two-digit number represent amounts 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. 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. Use a hundred chart to subtract a multiple of 10 from another multiple of 10. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. Find a number that is 10 more or 10 less than a given number. 11-2: Convince Me! Curriculum Standards: Understand that the two digits of a two-digit number represent amounts 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. 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. Understand that the two digits of a two-digit number represent amounts 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. 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. Understand that the two digits of a two-digit number represent amounts 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. 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. Use a hundred chart to subtract a multiple of 10 from another multiple of 10. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. Find a number that is 10 more or 10 less than a given number. Practice and Problem Solving 11-2: Student Edition Practice Curriculum Standards: Understand that the two digits of a two-digit number represent amounts 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. 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. Understand that the two digits of a two-digit number represent amounts 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. 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. Understand that the two digits of a two-digit number represent amounts 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. 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. Use a hundred chart to subtract a multiple of 10 from another multiple of 10. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. Find a number that is 10 more or 10 less than a given number. 11-2: Interactive Practice Buddy 11-2: Interactive Additional Practice Step 3: Assess & Differentiate 11-2: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts 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. 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. Understand that the two digits of a two-digit number represent amounts 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. 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. Understand that the two digits of a two-digit number represent amounts 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. 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. Use a hundred chart to subtract a multiple of 10 from another multiple of 10. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. Find a number that is 10 more or 10 less than a given number. 11-2: Enrichment Curriculum Standards: Understand that the two digits of a two-digit number represent amounts 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. 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. Understand that the two digits of a two-digit number represent amounts 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. 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. Understand that the two digits of a two-digit number represent amounts 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. 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. Use a hundred chart to subtract a multiple of 10 from another multiple of 10. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. Find a number that is 10 more or 10 less than a given number. 11-2: Quick Check Curriculum Standards: Understand that the two digits of a two-digit number represent amounts 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. 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. Understand that the two digits of a two-digit number represent amounts 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. 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. Understand that the two digits of a two-digit number represent amounts 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. 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. Use a hundred chart to subtract a multiple of 10 from another multiple of 10. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. Find a number that is 10 more or 10 less than a given number. 11-2: Reteach to Build Understanding Curriculum Standards: Understand that the two digits of a two-digit number represent amounts 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. 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. Understand that the two digits of a two-digit number represent amounts 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. 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. Understand that the two digits of a two-digit number represent amounts 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. 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. Use a hundred chart to subtract a multiple of 10 from another multiple of 10. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. Find a number that is 10 more or 10 less than a given number. 11-2: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 11-2: Enrichment 11-2: Digital Math Tool Activity 11-2: Pick a Project Curriculum Standards: Understand that the two digits of a two-digit number represent amounts 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. 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. Understand that the two digits of a two-digit number represent amounts 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. 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. Understand that the two digits of a two-digit number represent amounts 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. 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. Use a hundred chart to subtract a multiple of 10 from another multiple of 10. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. Find a number that is 10 more or 10 less than a given number. 11-2: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts 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. 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. Understand that the two digits of a two-digit number represent amounts 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. 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. Understand that the two digits of a two-digit number represent amounts 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. 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. Use a hundred chart to subtract a multiple of 10 from another multiple of 10. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. Find a number that is 10 more or 10 less than a given number. Spanish Resources 11-2: eText del Libro del estudiante 11-2: Repaso diario 11-2: Aprendizaje visual 11-2: Amigo de práctica interactiva 11-2: Práctica adicional interactiva 11-2: Refuerzo para mejorar la comprensión 11-2: Desarrollar la competencia matemática 11-2: Ampliación 11-3: Subtract Tens Using an Open Number Line Interactive Student Edition: Grade 1 Lesson 11-3 Math Anytime 11-3: Daily Review Topic 11: Today's Challenge Step 1: Problem-Based Learning 11-3: Solve & Share Curriculum Standards: Understand the following as special cases: 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Use an open number line to solve subtraction problems. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 11-3: Visual Learning Curriculum Standards: Understand the following as special cases: 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Use an open number line to solve subtraction problems. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. 11-3: Convince Me! Curriculum Standards: Understand the following as special cases: 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Use an open number line to solve subtraction problems. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. Practice and Problem Solving 11-3: Student Edition Practice Curriculum Standards: Understand the following as special cases: 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Use an open number line to solve subtraction problems. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. 11-3: Interactive Practice Buddy 11-3: Interactive Additional Practice Step 3: Assess & Differentiate 11-3: Another Look Curriculum Standards: Understand the following as special cases: 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Use an open number line to solve subtraction problems. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. 11-3: Enrichment Curriculum Standards: Understand the following as special cases: 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Use an open number line to solve subtraction problems. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. 11-3: Quick Check Curriculum Standards: Understand the following as special cases: 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Use an open number line to solve subtraction problems. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. 11-3: Reteach to Build Understanding Curriculum Standards: Understand the following as special cases: 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Use an open number line to solve subtraction problems. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. 11-3: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 11-3: Enrichment Game: Amazing Savings 1 11-3: enVision STEM Activity Curriculum Standards: Understand the following as special cases: 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Use an open number line to solve subtraction problems. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. 11-3: Another Look Curriculum Standards: Understand the following as special cases: 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Use an open number line to solve subtraction problems. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. Spanish Resources 11-3: eText del Libro del estudiante 11-3: Repaso diario 11-3: Aprendizaje visual 11-3: Amigo de práctica interactiva 11-3: Práctica adicional interactiva 11-3: Refuerzo para mejorar la comprensión 11-3: Desarrollar la competencia matemática 11-3: Ampliación 11-4: Use Addition to Subtract Tens Interactive Student Edition: Grade 1 Lesson 11-4 Math Anytime 11-4: Daily Review Topic 11: Today's Challenge Step 1: Problem-Based Learning 11-4: Solve & Share Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. Understand and apply properties of operations and the relationship between addition and subtraction. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 11-4: Visual Learning Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two- digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. Understand and apply properties of operations and the relationship between addition and subtraction. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 11-4: Convince Me! Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two- digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. Understand and apply properties of operations and the relationship between addition and subtraction. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Practice and Problem Solving 11-4: Student Edition Practice Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two- digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. Understand and apply properties of operations and the relationship between addition and subtraction. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 11-4: Interactive Practice Buddy 11-4: Interactive Additional Practice Step 3: Assess & Differentiate 11-4: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two- digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. Understand and apply properties of operations and the relationship between addition and subtraction. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 11-4: Enrichment Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two- digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. Understand and apply properties of operations and the relationship between addition and subtraction. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 11-4: Quick Check Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two- digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. Understand and apply properties of operations and the relationship between addition and subtraction. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 11-4: Reteach to Build Understanding Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two- digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. Understand and apply properties of operations and the relationship between addition and subtraction. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 11-4: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 11-4: Enrichment 11-4: Digital Math Tool Activity 11-4: Problem-Solving Reading Activity Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two- digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. Understand and apply properties of operations and the relationship between addition and subtraction. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 11-4: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two- digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. Understand and apply properties of operations and the relationship between addition and subtraction. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Spanish Resources 11-4: eText del Libro del estudiante 11-4: Repaso diario 11-4: Aprendizaje visual 11-4: Amigo de práctica interactiva 11-4: Práctica adicional interactiva 11-4: Refuerzo para mejorar la comprensión 11-4: Desarrollar la competencia matemática 11-4: Ampliación 11-5: Mental Math: Ten Less Than a Number Interactive Student Edition: Grade 1 Lesson 11-5 Math Anytime 11-5: Daily Review Topic 11: Today's Challenge Step 1: Problem-Based Learning 11-5: Solve & Share Curriculum Standards: Understand that the two digits of a two-digit number represent amounts 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. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. Understand that the two digits of a two-digit number represent amounts 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. Understand that the two digits of a two-digit number represent amounts 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. 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; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 11-5: Visual Learning Curriculum Standards: Understand that the two digits of a two-digit number represent amounts 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. Using base ten blocks, find 10 more or 10 less of a given two-digit number (e.g., what is 10 more than 20? What is 10 less than 30?). Understand that the two digits of a two-digit number represent amounts 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. Understand that the two digits of a two-digit number represent amounts 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. 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; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. 11-5: Convince Me! Curriculum Standards: Understand that the two digits of a two-digit number represent amounts 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. Understand that the two digits of a two-digit number represent amounts 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. Understand that the two digits of a two-digit number represent amounts 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. 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; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. Practice and Problem Solving 11-5: Student Edition Practice Curriculum Standards: Understand that the two digits of a two-digit number represent amounts 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. Understand that the two digits of a two-digit number represent amounts 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. Understand that the two digits of a two-digit number represent amounts 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. 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; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. 11-5: Interactive Practice Buddy 11-5: Interactive Additional Practice Step 3: Assess & Differentiate 11-5: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts 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. Understand that the two digits of a two-digit number represent amounts 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. Understand that the two digits of a two-digit number represent amounts 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. 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; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. 11-5: Enrichment Curriculum Standards: Understand that the two digits of a two-digit number represent amounts 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. Understand that the two digits of a two-digit number represent amounts 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. Understand that the two digits of a two-digit number represent amounts 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. 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; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. 11-5: Quick Check Curriculum Standards: Understand that the two digits of a two-digit number represent amounts 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. Understand that the two digits of a two-digit number represent amounts 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. Understand that the two digits of a two-digit number represent amounts 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. 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; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. 11-5: Reteach to Build Understanding Curriculum Standards: Understand that the two digits of a two-digit number represent amounts 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. Using base ten blocks, find 10 more or 10 less of a given two-digit number (e.g., what is 10 more than 20? What is 10 less than 30?). Understand that the two digits of a two-digit number represent amounts 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. Understand that the two digits of a two-digit number represent amounts 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. 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; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. 11-5: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 11-5: Enrichment 11-5: Digital Math Tool Activity 11-5: enVision STEM Activity Curriculum Standards: Understand that the two digits of a two-digit number represent amounts 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. Understand that the two digits of a two-digit number represent amounts 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. Understand that the two digits of a two-digit number represent amounts 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. 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; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. 11-5: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts 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. Using base ten blocks, find 10 more or 10 less of a given two-digit number (e.g., what is 10 more than 20? What is 10 less than 30?). Understand that the two digits of a two-digit number represent amounts 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. Understand that the two digits of a two-digit number represent amounts 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. 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; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. Spanish Resources 11-5: eText del Libro del estudiante 11-5: Repaso diario 11-5: Aprendizaje visual 11-5: Amigo de práctica interactiva 11-5: Práctica adicional interactiva 11-5: Refuerzo para mejorar la comprensión 11-5: Desarrollar la competencia matemática 11-5: Ampliación Topic 11: 3-Act Math: So Many Colors Interactive Student Edition: Grade 1,Topic 11: 3-Act Math Mathematical Modeling Topic 11: 3-Act Math: So Many Colors, Act 1 Topic 11: 3-Act Math: So Many Colors, Act 2 Topic 11: 3-Act Math: So Many Colors, Act 3 Topic 11: 3-Act Math: So Many Colors, Sequel 11-6: Use Strategies to Practice Subtraction Interactive Student Edition: Grade 1 Lesson 11-6 Math Anytime 11-6: Daily Review Topic 11: Today's Challenge Step 1: Problem-Based Learning 11-6: Solve & Share Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. 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. Use different strategies to subtract. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 11-6: Visual Learning Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. 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. 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. Use different strategies to subtract. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 11-6: Convince Me! Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. 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. 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. Use different strategies to subtract. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. Practice and Problem Solving 11-6: Student Edition Practice Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. 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. 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. Use different strategies to subtract. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 11-6: Interactive Practice Buddy 11-6: Interactive Additional Practice Step 3: Assess & Differentiate 11-6: Another Look Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. 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. 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. Use different strategies to subtract. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 11-6: Enrichment Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. 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. 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. Use different strategies to subtract. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 11-6: Quick Check Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. 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. 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. Use different strategies to subtract. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 11-6: Reteach to Build Understanding Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. 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. 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. Use different strategies to subtract. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 11-6: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 11-6: Enrichment Game: Launch that Sheep - Add and Subtract 1, 2, 5, 10 11-6: Problem-Solving Reading Activity Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. 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. 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. Use different strategies to subtract. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 11-6: Another Look Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. 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. 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. Use different strategies to subtract. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. Spanish Resources 11-6: eText del Libro del estudiante 11-6: Repaso diario 11-6: Aprendizaje visual 11-6: Amigo de práctica interactiva 11-6: Práctica adicional interactiva 11-6: Refuerzo para mejorar la comprensión 11-6: Desarrollar la competencia matemática 11-6: Ampliación 11-7: Problem Solving: Model with Math Interactive Student Edition: Grade 1 Lesson 11-7 Math Anytime 11-7: Daily Review Topic 11: Today's Challenge Step 1: Problem-Based Learning 11-7: Solve & Share Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Model thinking to solve problems. 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. Model with mathematics. Model with mathematics. Use place-value concepts and properties of operations to add and subtract within 100. Model with mathematics. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 11-7: Visual Learning Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Model thinking to solve problems. 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. Model with mathematics. Model with mathematics. Use place-value concepts and properties of operations to add and subtract within 100. Model with mathematics. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. 11-7: Convince Me! Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Model thinking to solve problems. 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. Model with mathematics. Model with mathematics. Use place-value concepts and properties of operations to add and subtract within 100. Model with mathematics. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Practice and Problem Solving 11-7: Student Edition Practice Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Model thinking to solve problems. 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. Model with mathematics. Model with mathematics. Use place-value concepts and properties of operations to add and subtract within 100. Model with mathematics. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. 11-7: Interactive Additional Practice Step 3: Assess & Differentiate 11-7: Another Look Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Model thinking to solve problems. 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. Model with mathematics. Model with mathematics. Use place-value concepts and properties of operations to add and subtract within 100. Model with mathematics. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. 11-7: Enrichment Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Model thinking to solve problems. 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. Model with mathematics. Model with mathematics. Use place-value concepts and properties of operations to add and subtract within 100. Model with mathematics. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. 11-7: Quick Check Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Model thinking to solve problems. 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. Model with mathematics. Model with mathematics. Use place-value concepts and properties of operations to add and subtract within 100. Model with mathematics. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. 11-7: Reteach to Build Understanding Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Model thinking to solve problems. 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. Model with mathematics. Model with mathematics. Use place-value concepts and properties of operations to add and subtract within 100. Model with mathematics. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. 11-7: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 11-7: Enrichment 11-7: Digital Math Tool Activity 11-7: Pick a Project Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Model thinking to solve problems. 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. Model with mathematics. Model with mathematics. Use place-value concepts and properties of operations to add and subtract within 100. Model with mathematics. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. 11-7: Another Look Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Model thinking to solve problems. 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. Model with mathematics. Model with mathematics. Use place-value concepts and properties of operations to add and subtract within 100. Model with mathematics. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Spanish Resources 11-7: eText del Libro del estudiante 11-7: Repaso diario 11-7: Aprendizaje visual 11-7: Práctica adicional interactiva 11-7: Refuerzo para mejorar la comprensión 11-7: Desarrollar la competencia matemática 11-7: Ampliación Topic 11: End of Topic Interactive Student Edition: End of Topic 11 Topic 11: Fluency Practice Activity Topic 11: Vocabulary Review Topic 11: Reteaching Interactive Student Edition: Topic 11 Assessment Practice Interactive Student Edition: Topic 11 Performance Task Topic 11 Performance Task Topic 11 Assessment Game: Robo Launch - 2-Digit Number Practice 11-7: Visual Learning Curriculum Standards: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Model thinking to solve problems. 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. Model with mathematics. Model with mathematics. Use place-value concepts and properties of operations to add and subtract within 100. Model with mathematics. 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. 11-1: Visual Learning Curriculum Standards: Understand the following as special cases: 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Use models 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. 11-2: Visual Learning Curriculum Standards: Understand that the two digits of a two-digit number represent amounts 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. 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. Understand that the two digits of a two-digit number represent amounts 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. 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. Understand that the two digits of a two-digit number represent amounts 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. 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. Use a hundred chart to subtract a multiple of 10 from another multiple of 10. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. Find a number that is 10 more or 10 less than a given number. 11-3: Visual Learning Curriculum Standards: Understand the following as special cases: 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Use an open number line to solve subtraction problems. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. 11-4: Visual Learning Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. Understand and apply properties of operations and the relationship between addition and subtraction. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 11-5: Visual Learning Curriculum Standards: Understand that the two digits of a two-digit number represent amounts 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. Understand that the two digits of a two-digit number represent amounts 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. Understand that the two digits of a two-digit number represent amounts 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. 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; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. Topic 11 Online Assessment: Printable Topic 11 Online Assessment Curriculum Standards: Understand the following as special cases: 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Model with mathematics. 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Use an open number line to solve subtraction problems. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Use addition to subtract tens. Understand and apply properties of operations and the relationship between addition and subtraction. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Use models to subtract tens. Use a hundred chart to subtract a multiple of 10 from another multiple of 10. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. Model with mathematics. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Model thinking to solve problems. Model with mathematics. Model with mathematics. Model with mathematics. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. 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; explain the reasoning used. Topic 11 Spanish Assessments Tema 11: Tarea de rendimento Tema 11: Evaluación Topic 12: Measure Lengths Topic 12: Animated Math Story: Help Us Measure Topic 12: Today's Challenge Topic 12: Beginning of Topic Interactive Student Edition: Beginning of Topic 12 Topic 12: enVision STEM Activity Topic 12: Review What You Know Topic 12: Vocabulary Cards 12-1: Compare and Order by Length Interactive Student Edition: Grade 1 Lesson 12-1 Math Anytime 12-1: Daily Review Topic 12: Today's Challenge Step 1: Problem-Based Learning 12-1: Solve & Share Curriculum Standards: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. Order three objects by length; 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 objects by length. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order lengths and measure them both indirectly and by repeating length units. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 12-1: Visual Learning Curriculum Standards: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the length 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 objects by length; compare the lengths of two objects indirectly by using a third object. Order objects by length. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order lengths and measure them both indirectly and by repeating length units. Order up to three objects based on a measurable attribute (height, weight, length). 12-1: Convince Me! Curriculum Standards: Order three objects by length; 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 objects by length; compare the lengths of two objects indirectly by using a third object. Order objects by length. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order lengths and measure them both indirectly and by repeating length units. Practice and Problem Solving 12-1: Student Edition Practice Curriculum Standards: Order three objects by length; 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 objects by length; compare the lengths of two objects indirectly by using a third object. Order objects by length. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order lengths and measure them both indirectly and by repeating length units. 12-1: Interactive Practice Buddy 12-1: Interactive Additional Practice Step 3: Assess & Differentiate 12-1: Another Look Curriculum Standards: Order three objects by length; 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 objects by length; compare the lengths of two objects indirectly by using a third object. Order objects by length. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order lengths and measure them both indirectly and by repeating length units. 12-1: Enrichment Curriculum Standards: Order three objects by length; 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 objects by length; compare the lengths of two objects indirectly by using a third object. Order objects by length. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order lengths and measure them both indirectly and by repeating length units. 12-1: Quick Check Curriculum Standards: Order three objects by length; 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 objects by length; compare the lengths of two objects indirectly by using a third object. Order objects by length. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order lengths and measure them both indirectly and by repeating length units. 12-1: Reteach to Build Understanding Curriculum Standards: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the length 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 objects by length; compare the lengths of two objects indirectly by using a third object. Order objects by length. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order lengths and measure them both indirectly and by repeating length units. Order up to three objects based on a measurable attribute (height, weight, length). 12-1: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 12-1: Enrichment Game: Fluency - Add and Subtract within 10 12-1: enVision STEM Activity Curriculum Standards: Order three objects by length; 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 objects by length; compare the lengths of two objects indirectly by using a third object. Order objects by length. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order lengths and measure them both indirectly and by repeating length units. 12-1: Another Look Curriculum Standards: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the length 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 objects by length; compare the lengths of two objects indirectly by using a third object. Order objects by length. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order lengths and measure them both indirectly and by repeating length units. Order up to three objects based on a measurable attribute (height, weight, length). Spanish Resources 12-1: eText del Libro del estudiante 12-1: Repaso diario 12-1: Aprendizaje visual 12-1: Amigo de práctica interactiva 12-1: Práctica adicional interactiva 12-1: Refuerzo para mejorar la comprensión 12-1: Desarrollar la competencia matemática 12-1: Ampliación 12-2: Indirect Measurement Interactive Student Edition: Grade 1 Lesson 12-2 Math Anytime 12-2: Daily Review Topic 12: Today's Challenge Step 1: Problem-Based Learning 12-2: Solve & Share Curriculum Standards: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. Order three objects by length; 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. Indirectly compare objects by length. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order lengths and measure them both indirectly and by repeating length units. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 12-2: Visual Learning Curriculum Standards: Order three objects by length; 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 objects by length; compare the lengths of two objects indirectly by using a third object. Indirectly compare objects by length. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order lengths and measure them both indirectly and by repeating length units. 12-2: Convince Me! Curriculum Standards: Order three objects by length; 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 objects by length; compare the lengths of two objects indirectly by using a third object. Indirectly compare objects by length. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order lengths and measure them both indirectly and by repeating length units. Practice and Problem Solving 12-2: Student Edition Practice Curriculum Standards: Order three objects by length; 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 objects by length; compare the lengths of two objects indirectly by using a third object. Indirectly compare objects by length. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order lengths and measure them both indirectly and by repeating length units. 12-2: Interactive Practice Buddy 12-2: Interactive Additional Practice Step 3: Assess & Differentiate 12-2: Another Look Curriculum Standards: Order three objects by length; 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 objects by length; compare the lengths of two objects indirectly by using a third object. Indirectly compare objects by length. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order lengths and measure them both indirectly and by repeating length units. 12-2: Enrichment Curriculum Standards: Order three objects by length; 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 objects by length; compare the lengths of two objects indirectly by using a third object. Indirectly compare objects by length. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order lengths and measure them both indirectly and by repeating length units. 12-2: Quick Check Curriculum Standards: Order three objects by length; 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 objects by length; compare the lengths of two objects indirectly by using a third object. Indirectly compare objects by length. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order lengths and measure them both indirectly and by repeating length units. 12-2: Reteach to Build Understanding Curriculum Standards: Order three objects by length; 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 objects by length; compare the lengths of two objects indirectly by using a third object. Indirectly compare objects by length. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order lengths and measure them both indirectly and by repeating length units. 12-2: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 12-2: Enrichment Game: Fluency - Add and Subtract within 10 12-2: Problem-Solving Reading Activity Curriculum Standards: Order three objects by length; 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 objects by length; compare the lengths of two objects indirectly by using a third object. Indirectly compare objects by length. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order lengths and measure them both indirectly and by repeating length units. 12-2: Another Look Curriculum Standards: Order three objects by length; 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 objects by length; compare the lengths of two objects indirectly by using a third object. Indirectly compare objects by length. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order lengths and measure them both indirectly and by repeating length units. Spanish Resources 12-2: eText del Libro del estudiante 12-2: Repaso diario 12-2: Aprendizaje visual 12-2: Amigo de práctica interactiva 12-2: Práctica adicional interactiva 12-2: Refuerzo para mejorar la comprensión 12-2: Desarrollar la competencia matemática 12-2: Ampliación 12-3: Use Units to Measure Length Interactive Student Edition: Grade 1 Lesson 12-3 Math Anytime 12-3: Daily Review Topic 12: Today's Challenge Step 1: Problem-Based Learning 12-3: Solve & Share Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Use a ruler to measure length to the nearest inch. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Order lengths and measure them both indirectly and by repeating length units. Measure the length of an object in terms of multiple copies of another object. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 12-3: Visual Learning Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use a ruler to measure length to the nearest inch. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Order lengths and measure them both indirectly and by repeating length units. Measure the length of an object in terms of multiple copies of another object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use a ruler to measure the length of an object with exact whole units. 12-3: Convince Me! Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use a ruler to measure length to the nearest inch. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Order lengths and measure them both indirectly and by repeating length units. Measure the length of an object in terms of multiple copies of another object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Practice and Problem Solving 12-3: Student Edition Practice Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use a ruler to measure length to the nearest inch. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Order lengths and measure them both indirectly and by repeating length units. Measure the length of an object in terms of multiple copies of another object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. 12-3: Interactive Practice Buddy 12-3: Interactive Additional Practice Step 3: Assess & Differentiate 12-3: Another Look Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use a ruler to measure length to the nearest inch. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Order lengths and measure them both indirectly and by repeating length units. Measure the length of an object in terms of multiple copies of another object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. 12-3: Enrichment Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use a ruler to measure length to the nearest inch. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Order lengths and measure them both indirectly and by repeating length units. Measure the length of an object in terms of multiple copies of another object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. 12-3: Quick Check Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use a ruler to measure length to the nearest inch. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Order lengths and measure them both indirectly and by repeating length units. Measure the length of an object in terms of multiple copies of another object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. 12-3: Reteach to Build Understanding Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use a ruler to measure length to the nearest inch. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Order lengths and measure them both indirectly and by repeating length units. Measure the length of an object in terms of multiple copies of another object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use a ruler to measure the length of an object with exact whole units. 12-3: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 12-3: Enrichment 12-3: Digital Math Tool Activity 12-3: Pick a Project Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use a ruler to measure length to the nearest inch. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Order lengths and measure them both indirectly and by repeating length units. Measure the length of an object in terms of multiple copies of another object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. 12-3: Another Look Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use a ruler to measure length to the nearest inch. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Order lengths and measure them both indirectly and by repeating length units. Measure the length of an object in terms of multiple copies of another object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use a ruler to measure the length of an object with exact whole units. Spanish Resources 12-3: eText del Libro del estudiante 12-3: Repaso diario 12-3: Aprendizaje visual 12-3: Amigo de práctica interactiva 12-3: Práctica adicional interactiva 12-3: Refuerzo para mejorar la comprensión 12-3: Desarrollar la competencia matemática 12-3: Ampliación 12-4: Problem Solving: Use Appropriate Tools Interactive Student Edition: Grade 1 Lesson 12-4 Math Anytime 12-4: Daily Review Topic 12: Today's Challenge Step 1: Problem-Based Learning 12-4: Solve & Share Curriculum Standards: 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 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use appropriate tools strategically. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use appropriate tools strategically. Use appropriate tools strategically. Order lengths and measure them both indirectly and by repeating length units. Use appropriate tools strategically. Measure the length of an object in terms of multiple copies of another object. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 12-4: Visual Learning Curriculum Standards: 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 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use appropriate tools strategically. Use appropriate tools strategically. Order lengths and measure them both indirectly and by repeating length units. Use appropriate tools strategically. Measure the length of an object in terms of multiple copies of another object. 12-4: Convince Me! Curriculum Standards: 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 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use appropriate tools strategically. Use appropriate tools strategically. Order lengths and measure them both indirectly and by repeating length units. Use appropriate tools strategically. Measure the length of an object in terms of multiple copies of another object. Practice and Problem Solving 12-4: Student Edition Practice Curriculum Standards: 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 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use appropriate tools strategically. Use appropriate tools strategically. Order lengths and measure them both indirectly and by repeating length units. Use appropriate tools strategically. Measure the length of an object in terms of multiple copies of another object. 12-4: Interactive Additional Practice Step 3: Assess & Differentiate 12-4: Another Look Curriculum Standards: 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 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use appropriate tools strategically. Use appropriate tools strategically. Order lengths and measure them both indirectly and by repeating length units. Use appropriate tools strategically. Measure the length of an object in terms of multiple copies of another object. 12-4: Enrichment Curriculum Standards: 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 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use appropriate tools strategically. Use appropriate tools strategically. Order lengths and measure them both indirectly and by repeating length units. Use appropriate tools strategically. Measure the length of an object in terms of multiple copies of another object. 12-4: Quick Check Curriculum Standards: 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 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use appropriate tools strategically. Use appropriate tools strategically. Order lengths and measure them both indirectly and by repeating length units. Use appropriate tools strategically. Measure the length of an object in terms of multiple copies of another object. 12-4: Reteach to Build Understanding Curriculum Standards: 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 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use appropriate tools strategically. Use appropriate tools strategically. Order lengths and measure them both indirectly and by repeating length units. Use appropriate tools strategically. Measure the length of an object in terms of multiple copies of another object. 12-4: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 12-4: Enrichment 12-4: Digital Math Tool Activity 12-4: Problem-Solving Reading Activity Curriculum Standards: 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 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use appropriate tools strategically. Use appropriate tools strategically. Order lengths and measure them both indirectly and by repeating length units. Use appropriate tools strategically. Measure the length of an object in terms of multiple copies of another object. 12-4: Another Look Curriculum Standards: 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 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use appropriate tools strategically. Use appropriate tools strategically. Order lengths and measure them both indirectly and by repeating length units. Use appropriate tools strategically. Measure the length of an object in terms of multiple copies of another object. Spanish Resources 12-4: eText del Libro del estudiante 12-4: Repaso diario 12-4: Aprendizaje visual 12-4: Práctica adicional interactiva 12-4: Refuerzo para mejorar la comprensión 12-4: Desarrollar la competencia matemática 12-4: Ampliación Topic 12: End of Topic Interactive Student Edition: End of Topic 12 Topic 12: Fluency Practice Activity Topic 12: Vocabulary Review Topic 12: Reteaching Interactive Student Edition: Topic 12 Assessment Practice Interactive Student Edition: Topic 12 Performance Task Topic 12 Performance Task Topic 12 Assessment 12-3: Visual Learning Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use a ruler to measure length to the nearest inch. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Order lengths and measure them both indirectly and by repeating length units. Measure the length of an object in terms of multiple copies of another object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. 12-4: Center Games 12-1: Visual Learning Curriculum Standards: Order three objects by length; 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 objects by length; compare the lengths of two objects indirectly by using a third object. Order objects by length. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order lengths and measure them both indirectly and by repeating length units. 12-2: Visual Learning Curriculum Standards: Order three objects by length; 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 objects by length; compare the lengths of two objects indirectly by using a third object. Indirectly compare objects by length. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order lengths and measure them both indirectly and by repeating length units. Topic 12 Online Assessment: Printable Topic 12 Online Assessment Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Use a ruler to measure length to the nearest inch. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Order lengths and measure them both indirectly and by repeating length units. Measure the length of an object in terms of multiple copies of another object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Order three objects by length; compare the 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. Indirectly compare objects by length. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order objects by length. Topic 12 Spanish Assessments Tema 12: Tarea de rendimento Tema 12: Evaluación Topics 1–12: Cumulative/Benchmark Assessments Topics 1–12: Cumulative/Benchmark Assessment 4-5: Another Look Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to find subtraction facts. Understand subtraction as an unknown- addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), 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 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. 4-8: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and 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 addition and subtraction word problems within 20. 5-1: Another Look Curriculum Standards: 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Find the unknown number in an equation. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Determine if equations involving addition and subtraction are true. 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. Solve one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures. 8-4: Another Look Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count tens and ones to find a two-digit number. Understand that the two digits of a two-digit number represent amounts of tens and ones. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare 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. Count, with and without objects, forward and backward from any given number up to 120. 1-6: Another Look Curriculum Standards: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 7-4: Another Look Curriculum Standards: 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. Understand the following as special cases: 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). 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). 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). 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. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. 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. 4-6: Another Look Curriculum Standards: Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to find subtraction facts. Understand subtraction as an unknown- addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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. 10-7: Another Look Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-3: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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 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). 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 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). 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 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. Use place-value concepts and properties of operations to add and subtract within 100. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. 12-4: Another Look Curriculum Standards: 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 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use appropriate tools strategically. Use appropriate tools strategically. Order lengths and measure them both indirectly and by repeating length units. Use appropriate tools strategically. Measure the length of an object in terms of multiple copies of another object. 10-4: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of 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 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). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 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 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). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. 12-1: Another Look Curriculum Standards: Order three objects by length; 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 objects by length; compare the lengths of two objects indirectly by using a third object. Order objects by length. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order lengths and measure them both indirectly and by repeating length units. 9-3: Another Look Curriculum Standards: 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. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Extend the counting sequence to read and write numerals to represent objects. Use place- value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. 11-5: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts 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. Understand that the two digits of a two-digit number represent amounts 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. Understand that the two digits of a two-digit number represent amounts 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. 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; explain the reasoning used. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-6: Another Look Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 11-1: Another Look Curriculum Standards: Understand the following as special cases: 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Use models 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. 12-3: Another Look Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use a ruler to measure length to the nearest inch. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Order lengths and measure them both indirectly and by repeating length units. Measure the length of an object in terms of multiple copies of another object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Game: Gem Quest - Add and Subtract Tens and Ones Topics 1–12: Printable Online Cumulative/Benchmark Assessment Topics 1–12: Online Cumulative/Benchmark Assessment Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. Understand subtraction as an unknown-addend problem. For example, 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Understand the following as special cases: 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Use appropriate tools strategically. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. Add 2 two-digit numbers. Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Understand subtraction as an unknown-addend problem. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition facts to find subtraction facts. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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. Use addition facts to find subtraction facts. Use a ruler to measure length to the nearest inch. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Order lengths and measure them both indirectly and by repeating length units. Measure the length of an object in terms of multiple copies of another object. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the 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. (Students are not required to independently read the word problems.) 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. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Find the unknown number in an equation. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Determine if equations involving addition and subtraction are true. 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). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). 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). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Use a number line to solve addition problems. 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. Use a hundred chart to add tens and ones. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Extend the counting sequence to read and write numerals to represent objects. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. 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. 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. 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. Count, with and without objects, forward and backward from any given number up to 120. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand that the two digits of a two-digit number represent amounts of tens and ones. Count tens and ones to find a two-digit number. Understand that the two digits of a two-digit number represent amounts of tens and ones. Solve subtraction problems that involve comparing to find how many fewer objects are in one group than another group. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. 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. Use models 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. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. Choose an appropriate tool and use it to measure a given object. Use appropriate tools strategically. Use appropriate tools strategically. Use appropriate tools strategically. 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; explain the reasoning used. Order three objects by length; 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 objects by length. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Topic 13: Time and Money Topic 13: Animated Math Story: Parade Time Topic 13: Today's Challenge Topic 13: Beginning of Topic Interactive Student Edition: Beginning of Topic 13 Topic 13: enVision STEM Activity Topic 13: Review What You Know Topic 13: Vocabulary Cards 13-1: Tell the Value of Coins Interactive Student Edition: Grade 1 Lesson 13-1 Math Anytime 13-1: Daily Review Topic 13: Today's Challenge Step 1: Problem-Based Learning 13-1: Solve & Share Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify the value of all U.S. coins (penny, nickel, dime, quarter, half-dollar, and dollar coins). Use appropriate cent and dollar notation (e.g., 25¢, $1). Know the comparative values of all U.S. coins (e.g., a dime is of greater value than a nickel). Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Tell the value of penny, nickel, dime, quarter. Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 13-1: Visual Learning Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify the value of all U.S. coins (penny, nickel, dime, quarter, half-dollar, and dollar coins). Use appropriate cent and dollar notation (e.g., 25¢, $1). Know the comparative values of all U.S. coins (e.g., a dime is of greater value than a nickel). Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Tell the value of penny, nickel, dime, quarter. Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar. 13-1: Convince Me! Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify the value of all U.S. coins (penny, nickel, dime, quarter, half-dollar, and dollar coins). Use appropriate cent and dollar notation (e.g., 25¢, $1). Know the comparative values of all U.S. coins (e.g., a dime is of greater value than a nickel). Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Tell the value of penny, nickel, dime, quarter. Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar. Practice and Problem Solving 13-1: Student Edition Practice Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify the value of all U.S. coins (penny, nickel, dime, quarter, half-dollar, and dollar coins). Use appropriate cent and dollar notation (e.g., 25¢, $1). Know the comparative values of all U.S. coins (e.g., a dime is of greater value than a nickel). Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Tell the value of penny, nickel, dime, quarter. Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar. 13-1: Interactive Practice Buddy 13-1: Interactive Additional Practice Step 3: Assess & Differentiate 13-1: Another Look Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify the value of all U.S. coins (penny, nickel, dime, quarter, half-dollar, and dollar coins). Use appropriate cent and dollar notation (e.g., 25¢, $1). Know the comparative values of all U.S. coins (e.g., a dime is of greater value than a nickel). Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Tell the value of penny, nickel, dime, quarter. Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar. 13-1: Enrichment Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify the value of all U.S. coins (penny, nickel, dime, quarter, half-dollar, and dollar coins). Use appropriate cent and dollar notation (e.g., 25¢, $1). Know the comparative values of all U.S. coins (e.g., a dime is of greater value than a nickel). Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Tell the value of penny, nickel, dime, quarter. Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar. 13-1: Quick Check Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify the value of all U.S. coins (penny, nickel, dime, quarter, half-dollar, and dollar coins). Use appropriate cent and dollar notation (e.g., 25¢, $1). Know the comparative values of all U.S. coins (e.g., a dime is of greater value than a nickel). Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Tell the value of penny, nickel, dime, quarter. Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar. 13-1: Reteach to Build Understanding Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify the value of all U.S. coins (penny, nickel, dime, quarter, half-dollar, and dollar coins). Use appropriate cent and dollar notation (e.g., 25¢, $1). Know the comparative values of all U.S. coins (e.g., a dime is of greater value than a nickel). Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Tell the value of penny, nickel, dime, quarter. Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar. 13-1: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 13-1: Enrichment 13-1: Digital Math Tool Activity 13-1: Pick a Project Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify the value of all U.S. coins (penny, nickel, dime, quarter, half-dollar, and dollar coins). Use appropriate cent and dollar notation (e.g., 25¢, $1). Know the comparative values of all U.S. coins (e.g., a dime is of greater value than a nickel). Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Tell the value of penny, nickel, dime, quarter. Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar. 13-1: Another Look Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify the value of all U.S. coins (penny, nickel, dime, quarter, half-dollar, and dollar coins). Use appropriate cent and dollar notation (e.g., 25¢, $1). Know the comparative values of all U.S. coins (e.g., a dime is of greater value than a nickel). Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Tell the value of penny, nickel, dime, quarter. Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar. Spanish Resources 13-1: eText del Libro del estudiante 13-1: Repaso diario 13-1: Aprendizaje visual 13-1: Amigo de práctica interactiva 13-1: Práctica adicional interactiva 13-1: Refuerzo para mejorar la comprensión 13-1: Desarrollar la competencia matemática 13-1: Ampliación 13-2: Find the Value of a Group of Coins Interactive Student Edition: Grade 1 Lesson 13-2 Math Anytime 13-2: Daily Review Topic 13: Today's Challenge Step 1: Problem-Based Learning 13-2 Solve & Share Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Tell how much a group of coins is worth. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 13-2 Visual Learning Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify the value of pennies, nickels, dimes and quarters. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Tell how much a group of coins is worth. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar. 13-2: Convince Me! Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Tell how much a group of coins is worth. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar. Practice and Problem Solving 13-2 Student Edition Practice Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Tell how much a group of coins is worth. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar. 13-2: Interactive Practice Buddy 13-2: Interactive Additional Practice Step 3: Assess & Differentiate 13-2: Another Look Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Tell how much a group of coins is worth. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar. 13-2: Enrichment Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Tell how much a group of coins is worth. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar. 13-2 Quick Check Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Tell how much a group of coins is worth. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar. 13-2: Reteach to Build Understanding Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify the value of pennies, nickels, dimes and quarters. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Tell how much a group of coins is worth. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar. 13-2: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 13-2: Enrichment 13-2: Digital Math Tool Activity 13-2: Pick a Project Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Tell how much a group of coins is worth. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar. 13-2 Another Look Curriculum Standards: Identify the value of pennies, nickels, dimes and quarters. Spanish Resources 13-2: eText del Libro del estudiante 13-2: Repaso diario 13-2: Aprendizaje visual 13-2: Amigo de práctica interactiva 13-2: Práctica adicional interactiva 13-2: Refuerzo para mejorar la comprensión 13-2: Desarrollar la competencia matemática 13-2: Ampliación 13-3: Understand the Hour and Minute Hands Interactive Student Edition: Grade 1 Lesson 13-3 Math Anytime 13-3: Daily Review Topic 13: Today's Challenge Step 1: Problem-Based Learning 13-3: Solve & Share Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. Tell and write time in hours and half-hours using analog and digital clocks. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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. Tell time to the hour. Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time to the nearest half hour using both analog and digital clocks. Tell time to the hour and half-hour. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 13-3: Visual Learning Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Tell and write time in hours and half-hours using analog and digital clocks. Tell time to the hour. Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time to the nearest half hour using both analog and digital clocks. Tell time to the hour and half-hour. 13-3: Convince Me! Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Tell and write time in hours and half-hours using analog and digital clocks. Tell time to the hour. Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time to the nearest half hour using both analog and digital clocks. Tell time to the hour and half-hour. Practice and Problem Solving 13-3: Student Edition Practice Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Tell and write time in hours and half-hours using analog and digital clocks. Tell time to the hour. Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time to the nearest half hour using both analog and digital clocks. Tell time to the hour and half-hour. 13-3: Interactive Practice Buddy 13-3: Interactive Additional Practice Step 3: Assess & Differentiate 13-3: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Tell and write time in hours and half-hours using analog and digital clocks. Tell time to the hour. Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time to the nearest half hour using both analog and digital clocks. Tell time to the hour and half-hour. 13-3: Enrichment Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Tell and write time in hours and half-hours using analog and digital clocks. Tell time to the hour. Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time to the nearest half hour using both analog and digital clocks. Tell time to the hour and half-hour. 13-3: Quick Check Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Tell and write time in hours and half-hours using analog and digital clocks. Tell time to the hour. Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time to the nearest half hour using both analog and digital clocks. Tell time to the hour and half-hour. 13-3: Reteach to Build Understanding Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Tell and write time in hours and half-hours using analog and digital clocks. Tell time to the hour. Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time to the nearest half hour using both analog and digital clocks. Tell time to the hour and half-hour. 13-3: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 13-3: Enrichment 13-3: Digital Math Tool Activity 13-3: Problem-Solving Reading Activity Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Tell and write time in hours and half-hours using analog and digital clocks. Tell time to the hour. Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time to the nearest half hour using both analog and digital clocks. Tell time to the hour and half-hour. 13-3: Another Look Curriculum Standards: Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Tell and write time in hours and half-hours using analog and digital clocks. Tell time to the hour. Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time to the nearest half hour using both analog and digital clocks. Tell time to the hour and half-hour. Spanish Resources 13-3: eText del Libro del estudiante 13-3: Repaso diario 13-3: Aprendizaje visual 13-3: Amigo de práctica interactiva 13-3: Práctica adicional interactiva 13-3: Refuerzo para mejorar la comprensión 13-3: Desarrollar la competencia matemática 13-3: Ampliación 13-4: Tell and Write Time to the Hour Interactive Student Edition: Grade 1 Lesson 13-4 Math Anytime 13-4: Daily Review Topic 13: Today's Challenge Step 1: Problem-Based Learning 13-4: Solve & Share Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Tell and write time in hours and half-hours using analog and digital clocks. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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. Tell time to the hour using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time to the nearest half hour using both analog and digital clocks. Tell time to the hour and half-hour. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 13-4: Visual Learning Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Tell and write time in hours and half-hours using analog and digital clocks. Tell time to the hour using analog and digital clocks. Tell and write time in hours and half- hours using analog and digital clocks. Tell and write time to the nearest half hour using both analog and digital clocks. Tell time to the hour and half-hour. 13-4: Convince Me! Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Tell and write time in hours and half-hours using analog and digital clocks. Tell time to the hour using analog and digital clocks. Tell and write time in hours and half- hours using analog and digital clocks. Tell and write time to the nearest half hour using both analog and digital clocks. Tell time to the hour and half-hour. Practice and Problem Solving 13-4: Student Edition Practice Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Tell and write time in hours and half-hours using analog and digital clocks. Tell time to the hour using analog and digital clocks. Tell and write time in hours and half- hours using analog and digital clocks. Tell and write time to the nearest half hour using both analog and digital clocks. Tell time to the hour and half-hour. 13-4: Interactive Practice Buddy 13-4: Interactive Additional Practice Step 3: Assess & Differentiate 13-4: Another Look Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Tell and write time in hours and half-hours using analog and digital clocks. Tell time to the hour using analog and digital clocks. Tell and write time in hours and half- hours using analog and digital clocks. Tell and write time to the nearest half hour using both analog and digital clocks. Tell time to the hour and half-hour. 13-4: Enrichment Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Tell and write time in hours and half-hours using analog and digital clocks. Tell time to the hour using analog and digital clocks. Tell and write time in hours and half- hours using analog and digital clocks. Tell and write time to the nearest half hour using both analog and digital clocks. Tell time to the hour and half-hour. 13-4: Quick Check Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Tell and write time in hours and half-hours using analog and digital clocks. Tell time to the hour using analog and digital clocks. Tell and write time in hours and half- hours using analog and digital clocks. Tell and write time to the nearest half hour using both analog and digital clocks. Tell time to the hour and half-hour. 13-4: Reteach to Build Understanding Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Tell and write time in hours and half-hours using analog and digital clocks. Tell time to the hour using analog and digital clocks. Tell and write time in hours and half- hours using analog and digital clocks. Tell and write time to the nearest half hour using both analog and digital clocks. Tell time to the hour and half-hour. 13-4: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 13-4: Enrichment 13-4: Digital Math Tool Activity 13-4: enVision STEM Activity Curriculum Standards: Order three objects by length; 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 objects by length; compare the lengths of two objects indirectly by using a third object. Order objects by length. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order lengths and measure them both indirectly and by repeating length units. 13-4: Another Look Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Tell and write time in hours and half-hours using analog and digital clocks. Tell time to the hour using analog and digital clocks. Tell and write time in hours and half- hours using analog and digital clocks. Tell and write time to the nearest half hour using both analog and digital clocks. Tell time to the hour and half-hour. Spanish Resources 13-4: eText del Libro del estudiante 13-4: Repaso diario 13-4: Aprendizaje visual 13-4: Amigo de práctica interactiva 13-4: Práctica adicional interactiva 13-4: Refuerzo para mejorar la comprensión 13-4: Desarrollar la competencia matemática 13-4: Ampliación 13-5: Tell and Write Time to the Half Hour Interactive Student Edition: Grade 1 Lesson 13-5 Math Anytime 13-5: Daily Review Topic 13: Today's Challenge Step 1: Problem-Based Learning 13-5: Solve & Share Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Tell and write time in hours and half-hours using analog and digital clocks. 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. Tell and write time in hours and half-hours using analog and digital clocks. 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. Tell and write time in hours and half-hours 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. Tell and write time to the nearest half hour using both analog and digital clocks. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Tell time to the hour and half-hour. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 13-5: Visual Learning Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Use reasoning to tell and write time. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Tell and write time to the nearest half hour using both analog and digital clocks. Reason abstractly and quantitatively. Tell time to the hour and half-hour. 13-5: Convince Me! Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Tell and write time in hours and half-hours using analog and digital clocks. 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. Tell and write time in hours and half-hours using analog and digital clocks. 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. Tell and write time in hours and half-hours 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. Tell and write time to the nearest half hour using both analog and digital clocks. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Tell time to the hour and half-hour. Practice and Problem Solving 13-5: Student Edition Practice Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Tell and write time in hours and half-hours using analog and digital clocks. 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. Tell and write time in hours and half-hours using analog and digital clocks. 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. Tell and write time in hours and half-hours 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. Tell and write time to the nearest half hour using both analog and digital clocks. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Tell time to the hour and half-hour. 13-5: Interactive Practice Buddy 13-5: Interactive Additional Practice Step 3: Assess & Differentiate 13-5: Another Look Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Tell and write time in hours and half-hours using analog and digital clocks. 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. Tell and write time in hours and half-hours using analog and digital clocks. 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. Tell and write time in hours and half-hours 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. Tell and write time to the nearest half hour using both analog and digital clocks. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Tell time to the hour and half-hour. 13-5: Enrichment Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Tell and write time in hours and half-hours using analog and digital clocks. 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. Tell and write time in hours and half-hours using analog and digital clocks. 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. Tell and write time in hours and half-hours 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. Tell and write time to the nearest half hour using both analog and digital clocks. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Tell time to the hour and half-hour. 13-5: Quick Check Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Tell and write time in hours and half-hours using analog and digital clocks. 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. Tell and write time in hours and half-hours using analog and digital clocks. 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. Tell and write time in hours and half-hours 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. Tell and write time to the nearest half hour using both analog and digital clocks. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Tell time to the hour and half-hour. 13-5: Reteach to Build Understanding Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Tell and write time in hours and half-hours using analog and digital clocks. 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. Tell and write time in hours and half-hours using analog and digital clocks. 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. Tell and write time in hours and half-hours 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. Tell and write time to the nearest half hour using both analog and digital clocks. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Tell time to the hour and half-hour. Tell time in whole and half hours using a digital clock. 13-5: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 13-5: Enrichment Game: Save the Word: Grade 1 Topics 1–12 13-5: Problem-Solving Reading Activity Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Tell and write time in hours and half-hours using analog and digital clocks. 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. Tell and write time in hours and half-hours using analog and digital clocks. 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. Tell and write time in hours and half-hours 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. Tell and write time to the nearest half hour using both analog and digital clocks. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Tell time to the hour and half-hour. 13-5: Another Look Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Tell and write time in hours and half-hours using analog and digital clocks. 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. Tell and write time in hours and half-hours using analog and digital clocks. 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. Tell and write time in hours and half-hours 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. Tell and write time to the nearest half hour using both analog and digital clocks. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Tell time to the hour and half-hour. Tell time in whole and half hours using a digital clock. Spanish Resources 13-5: eText del Libro del estudiante 13-5: Repaso diario 13-5: Aprendizaje visual 13-5: Amigo de práctica interactiva 13-5: Práctica adicional interactiva 13-5: Refuerzo para mejorar la comprensión 13-5: Desarrollar la competencia matemática 13-5: Ampliación 13-6: Problem Solving: Reasoning Interactive Student Edition: Grade 1 Lesson 13-6 Math Anytime 13-6: Daily Review Topic 13: Today's Challenge Step 1: Problem-Based Learning 13-6: Solve & Share Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Use reasoning to tell and write time. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Tell and write time to the nearest half hour using both analog and digital clocks. Reason abstractly and quantitatively. Tell time to the hour and half-hour. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 13-6: Visual Learning Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Use reasoning to tell and write time. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Tell and write time to the nearest half hour using both analog and digital clocks. Reason abstractly and quantitatively. Tell time to the hour and half-hour. 13-6: Convince Me! Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Use reasoning to tell and write time. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Tell and write time to the nearest half hour using both analog and digital clocks. Reason abstractly and quantitatively. Tell time to the hour and half-hour. Practice and Problem Solving 13-6: Student Edition Practice Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Use reasoning to tell and write time. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Tell and write time to the nearest half hour using both analog and digital clocks. Reason abstractly and quantitatively. Tell time to the hour and half-hour. 13-6: Interactive Additional Practice Step 3: Assess & Differentiate 13-6: Another Look Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Use reasoning to tell and write time. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Tell and write time to the nearest half hour using both analog and digital clocks. Reason abstractly and quantitatively. Tell time to the hour and half-hour. 13-6: Enrichment Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Use reasoning to tell and write time. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Tell and write time to the nearest half hour using both analog and digital clocks. Reason abstractly and quantitatively. Tell time to the hour and half-hour. 13-6: Quick Check Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Use reasoning to tell and write time. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Tell and write time to the nearest half hour using both analog and digital clocks. Reason abstractly and quantitatively. Tell time to the hour and half-hour. 13-6: Reteach to Build Understanding Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Use reasoning to tell and write time. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Tell and write time to the nearest half hour using both analog and digital clocks. Reason abstractly and quantitatively. Tell time to the hour and half-hour. 13-6: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 13-6: Enrichment Game: Fluency - Add and Subtract within 10 13-6: enVision STEM Activity Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Use reasoning to tell and write time. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Tell and write time to the nearest half hour using both analog and digital clocks. Reason abstractly and quantitatively. Tell time to the hour and half-hour. 13-6: Another Look Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Use reasoning to tell and write time. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Tell and write time to the nearest half hour using both analog and digital clocks. Reason abstractly and quantitatively. Tell time to the hour and half-hour. Spanish Resources 13-6: eText del Libro del estudiante 13-6: Repaso diario 13-6: Aprendizaje visual 13-6: Práctica adicional interactiva 13-6: Refuerzo para mejorar la comprensión 13-6: Desarrollar la competencia matemática 13-6: Ampliación Topic 13: 3-Act Math: Drip Dry Interactive Student Edition: Grade 1,Topic 13: 3-Act Math Mathematical Modeling Topic 13: 3-Act Math: Drip Dry, Act 1 Topic 13: 3-Act Math: Drip Dry, Act 2 Topic 13: 3-Act Math: Drip Dry, Act 3 Topic 13: 3-Act Math: Drip Dry, Sequel Topic 13: End of Topic Interactive Student Edition: End of Topic 13 Topic 13: Fluency Practice Activity Topic 13: Vocabulary Review Topic 13: Reteaching Interactive Student Edition: Topic13 Assessment Practice Interactive Student Edition: Topic 13 Performance Task Topic 13 Performance Tasks Topic 13 Performance Task with Optional Content (Money) Topic 13 Performance Task without Optional Content Topic 13 Assessments Topic 13 Assessment with Optional Content (Money) Topic 13 Assessment without Optional Content Topic 13 Online Assessments 14-5: Center Games 13-1: Visual Learning Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify the value of all U.S. coins (penny, nickel, dime, quarter, half-dollar, and dollar coins). Use appropriate cent and dollar notation (e.g., 25¢, $1). Know the comparative values of all U.S. coins (e.g., a dime is of greater value than a nickel). Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Tell the value of penny, nickel, dime, quarter. Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar. 13-4: Visual Learning Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Tell and write time in hours and half-hours using analog and digital clocks. Tell time to the hour using analog and digital clocks. Tell and write time in hours and half- hours using analog and digital clocks. Tell and write time to the nearest half hour using both analog and digital clocks. Tell time to the hour and half-hour. 13-5: Visual Learning Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Tell and write time in hours and half-hours using analog and digital clocks. 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. Tell and write time in hours and half-hours using analog and digital clocks. 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. Tell and write time in hours and half-hours 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. Tell and write time to the nearest half hour using both analog and digital clocks. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Tell time to the hour and half-hour. 13-6: Visual Learning Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Use reasoning to tell and write time. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Tell and write time to the nearest half hour using both analog and digital clocks. Reason abstractly and quantitatively. Tell time to the hour and half-hour. 13-2: Visual Learning Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Tell how much a group of coins is worth. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar. Topic 13 Online Assessment with Optional Content (Money): Printable Topic 13 Online Assessment with Optional Content (Money) Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Identify the value of all U.S. coins (penny, nickel, dime, quarter, half-dollar, and dollar coins). Use appropriate cent and dollar notation (e.g., 25¢, $1). Know the comparative values of all U.S. coins (e.g., a dime is of greater value than a nickel). 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. Tell and write time in hours and half-hours using analog and digital clocks. 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. Tell and write time in hours and half-hours 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. Tell and write time to the nearest half hour using both analog and digital clocks. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Tell time to the hour and half-hour. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Use reasoning to tell and write time. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Tell the value of penny, nickel, dime, quarter. Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Tell how much a group of coins is worth. 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. Tell time to the hour using analog and digital clocks. 14-5: Center Games 13-4: Visual Learning Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Tell and write time in hours and half-hours using analog and digital clocks. Tell time to the hour using analog and digital clocks. Tell and write time in hours and half- hours using analog and digital clocks. Tell and write time to the nearest half hour using both analog and digital clocks. Tell time to the hour and half-hour. 13-5: Visual Learning Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Tell and write time in hours and half-hours using analog and digital clocks. 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. Tell and write time in hours and half-hours using analog and digital clocks. 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. Tell and write time in hours and half-hours 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. Tell and write time to the nearest half hour using both analog and digital clocks. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Tell time to the hour and half-hour. 13-6: Visual Learning Curriculum Standards: Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Use reasoning to tell and write time. Tell and write time in hours and half-hours using analog and digital clocks. Reason abstractly and quantitatively. Reason abstractly and quantitatively. Tell and write time to the nearest half hour using both analog and digital clocks. Reason abstractly and quantitatively. Tell time to the hour and half-hour. 13-2: Visual Learning Curriculum Standards: 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Tell how much a group of coins is worth. 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. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar. Printable Topic 13 Online Assessment Without Optional Content Topic 13 Online Assessment without Optional Content Topic 13 Spanish Assessments Tema 13: Tarea de rendimento Tema 13: Evaluación Topic 14: Reason with Shapes and Their Attributes Topic 14: Animated Math Story: On My Way to School Topic 14: Today's Challenge Topic 14: Beginning of Topic Interactive Student Edition: Beginning of Topic 14 Topic 14: enVision STEM Activity Topic 14: Review What You Know Topic 14: Vocabulary Cards 14-1: Use Attributes to Define Two-Dimensional (2-D) Shapes Interactive Student Edition: Grade 1 Lesson 14-1 Math Anytime 14-1: Daily Review Topic 14: Today's Challenge Step 1: Problem-Based Learning 14-1: Solve & Share Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Use attributes to describe shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three- dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 14-1: Visual Learning Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Distinguish two-dimensional shapes based upon their defining attributes (i.e., size, corners, and points). Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Use attributes to describe shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. 14-1: Convince Me! Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Use attributes to describe shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. Practice and Problem Solving 14-1: Student Edition Practice Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Use attributes to describe shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. 14-1: Interactive Practice Buddy 14-1: Interactive Additional Practice Step 3: Assess & Differentiate 14-1: Another Look Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Use attributes to describe shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. 14-1: Enrichment Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Use attributes to describe shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. 14-1: Quick Check Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Use attributes to describe shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. 14-1: Reteach to Build Understanding Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Distinguish two-dimensional shapes based upon their defining attributes (i.e., size, corners, and points). Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Use attributes to describe shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. 14-1: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 14-1: Enrichment 14-1: Digital Math Tool Activity 14-1: enVision STEM Activity Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Use attributes to describe shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. 14-1: Another Look Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Distinguish two-dimensional shapes based upon their defining attributes (i.e., size, corners, and points). Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Use attributes to describe shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. Spanish Resources 14-1: eText del Libro del estudiante 14-1: Repaso diario 14-1: Aprendizaje visual 14-1: Amigo de práctica interactiva 14-1: Práctica adicional interactiva 14-1: Refuerzo para mejorar la comprensión 14-1: Desarrollar la competencia matemática 14-1: Ampliación 14-2: Defining and Non-Defining Attributes of 2-D Shapes Interactive Student Edition: Grade 1 Lesson 14-2 Math Anytime 14-2: Daily Review Topic 14: Today's Challenge Step 1: Problem-Based Learning 14-2: Solve & Share Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three- dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 14-2: Visual Learning Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. 14-2: Convince Me! Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. Practice and Problem Solving 14-2: Student Edition Practice Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. 14-2: Interactive Practice Buddy 14-2: Interactive Additional Practice Step 3: Assess & Differentiate 14-2: Another Look Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. 14-2: Enrichment Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. 14-2: Quick Check Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. 14-2: Reteach to Build Understanding Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. 14-2: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 14-2: Enrichment 14-2: Digital Math Tool Activity 14-2: Pick a Project Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. 14-2: Another Look Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. Spanish Resources 14-2: eText del Libro del estudiante 14-2: Repaso diario 14-2: Aprendizaje visual 14-2: Amigo de práctica interactiva 14-2: Práctica adicional interactiva 14-2: Refuerzo para mejorar la comprensión 14-2: Desarrollar la competencia matemática 14-2: Ampliación 14-3: Build and Draw 2-D Shapes by Attributes Interactive Student Edition: Grade 1 Lesson 14-3 Math Anytime 14-3: Daily Review Topic 14: Today's Challenge Step 1: Problem-Based Learning 14-3: Solve & Share Curriculum Standards: 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Use different materials to make shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Describe characteristics of two- and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 14-3: Visual Learning Curriculum Standards: 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Use different materials to make shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Draw or build two- and three-dimensional shapes. 14-3: Convince Me! Curriculum Standards: 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Use different materials to make shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Practice and Problem Solving 14-3: Student Edition Practice Curriculum Standards: 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Use different materials to make shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. 14-3: Interactive Practice Buddy 14-3: Interactive Additional Practice Step 3: Assess & Differentiate 14-3: Another Look Curriculum Standards: 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Use different materials to make shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. 14-3: Enrichment Curriculum Standards: 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Use different materials to make shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. 14-3: Quick Check Curriculum Standards: 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Use different materials to make shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. 14-3: Reteach to Build Understanding Curriculum Standards: 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Use different materials to make shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Draw or build two- and three-dimensional shapes. 14-3: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 14-3: Enrichment Game: Save the Word: Grade 1 Topics 1–12 14-3: Problem-Solving Reading Activity Curriculum Standards: 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Use different materials to make shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. 14-3: Another Look Curriculum Standards: 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Use different materials to make shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Draw or build two- and three-dimensional shapes. Spanish Resources 14-3: eText del Libro del estudiante 14-3: Repaso diario 14-3: Aprendizaje visual 14-3: Amigo de práctica interactiva 14-3: Práctica adicional interactiva 14-3: Refuerzo para mejorar la comprensión 14-3: Desarrollar la competencia matemática 14-3: Ampliación 14-4: Compose 2-D Shapes Interactive Student Edition: Grade 1 Lesson 14-4 Math Anytime 14-4: Daily Review Topic 14: Today's Challenge Step 1: Problem-Based Learning 14-4: Solve & Share Curriculum Standards: 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. 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. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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. 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. 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. 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. Put shapes together to make another 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. Represent and solve problems involving addition and subtraction within 20. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three- dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 14-4: Visual Learning Curriculum Standards: 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. 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. 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. 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. 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. 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. Put shapes together to make another 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. Represent and solve problems involving addition and subtraction within 20. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 14-4: Convince Me! Curriculum Standards: 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. 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. 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. 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. 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. 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. Put shapes together to make another 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. Represent and solve problems involving addition and subtraction within 20. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Practice and Problem Solving 14-4: Student Edition Practice Curriculum Standards: 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. 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. 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. 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. 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. 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. Put shapes together to make another 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. Represent and solve problems involving addition and subtraction within 20. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 14-4: Interactive Practice Buddy 14-4: Interactive Additional Practice Step 3: Assess & Differentiate 14-4: Another Look Curriculum Standards: 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. 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. 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. 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. 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. 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. Put shapes together to make another 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. Represent and solve problems involving addition and subtraction within 20. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 14-4: Enrichment Curriculum Standards: 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. 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. 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. 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. 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. 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. Put shapes together to make another 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. Represent and solve problems involving addition and subtraction within 20. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 14-4: Quick Check Curriculum Standards: 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. 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. 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. 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. 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. 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. Put shapes together to make another 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. Represent and solve problems involving addition and subtraction within 20. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 14-4: Reteach to Build Understanding Curriculum Standards: 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. 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. 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. 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. 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. 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. Put shapes together to make another 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. Represent and solve problems involving addition and subtraction within 20. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 14-4: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 14-4: Enrichment 14-4: Digital Math Tool Activity 14-4: enVision STEM Activity Curriculum Standards: 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. 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. 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. 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. 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. 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. Put shapes together to make another 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. Represent and solve problems involving addition and subtraction within 20. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 14-4: Another Look Curriculum Standards: 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. 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. 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. 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. 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. 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. Put shapes together to make another 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. Represent and solve problems involving addition and subtraction within 20. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Spanish Resources 14-4: eText del Libro del estudiante 14-4: Repaso diario 14-4: Aprendizaje visual 14-4: Amigo de práctica interactiva 14-4: Práctica adicional interactiva 14-4: Refuerzo para mejorar la comprensión 14-4: Desarrollar la competencia matemática 14-4: Ampliación 14-5: Compose New 2-D Shapes from 2-D Shapes Interactive Student Edition: Grade 1 Lesson 14-5 Math Anytime 14-5: Daily Review Topic 14: Today's Challenge Step 1: Problem-Based Learning 14-5: Solve & Share Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. Use shapes to make different shapes. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 14-5: Visual Learning Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. Use shapes to make different shapes. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 14-5: Convince Me! Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. Use shapes to make different shapes. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Practice and Problem Solving 14-5: Student Edition Practice Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. Use shapes to make different shapes. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 14-5: Interactive Practice Buddy 14-5: Interactive Additional Practice Step 3: Assess & Differentiate 14-5: Another Look Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. Use shapes to make different shapes. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 14-5: Enrichment Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. Use shapes to make different shapes. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 14-5: Quick Check Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. Use shapes to make different shapes. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 14-5: Reteach to Build Understanding Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. Use shapes to make different shapes. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 14-5: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 14-5: Enrichment 14-5: Digital Math Tool Activity 14-5: Pick a Project Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. Use shapes to make different shapes. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 14-5: Another Look Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. Use shapes to make different shapes. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Spanish Resources 14-5: eText del Libro del estudiante 14-5: Repaso diario 14-5: Aprendizaje visual 14-5: Amigo de práctica interactiva 14-5: Práctica adicional interactiva 14-5: Refuerzo para mejorar la comprensión 14-5: Desarrollar la competencia matemática 14-5: Ampliación 14-6: Use Attributes to Define Three-Dimensional (3-D) Shapes Interactive Student Edition: Grade 1 Lesson 14-6 Math Anytime 14-6: Daily Review Topic 14: Today's Challenge Step 1: Problem-Based Learning 14-6: Solve & Share Curriculum Standards: 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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, overall size); build and draw shapes to possess defining attributes. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 14-6: Visual Learning Curriculum Standards: 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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, overall size); build and draw shapes to possess defining attributes. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. 14-6: Convince Me! Curriculum Standards: 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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, overall size); build and draw shapes to possess defining attributes. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Practice and Problem Solving 14-6: Student Edition Practice Curriculum Standards: 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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, overall size); build and draw shapes to possess defining attributes. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. 14-6: Interactive Practice Buddy 14-6: Interactive Additional Practice Step 3: Assess & Differentiate 14-6: Another Look Curriculum Standards: 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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, overall size); build and draw shapes to possess defining attributes. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. 14-6: Enrichment Curriculum Standards: 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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, overall size); build and draw shapes to possess defining attributes. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. 14-6: Quick Check Curriculum Standards: 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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, overall size); build and draw shapes to possess defining attributes. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. 14-6: Reteach to Build Understanding Curriculum Standards: 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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, overall size); build and draw shapes to possess defining attributes. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. 14-6: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 14-6: Enrichment 14-6: Digital Math Tool Activity 14-6: Problem-Solving Reading Activity Curriculum Standards: 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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, overall size); build and draw shapes to possess defining attributes. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. 14-6: Another Look Curriculum Standards: 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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, overall size); build and draw shapes to possess defining attributes. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Spanish Resources 14-6: eText del Libro del estudiante 14-6: Repaso diario 14-6: Aprendizaje visual 14-6: Amigo de práctica interactiva 14-6: Práctica adicional interactiva 14-6: Refuerzo para mejorar la comprensión 14-6: Desarrollar la competencia matemática 14-6: Ampliación 14-7: Defining and Non-Defining Attributes of 3-D Shapes Interactive Student Edition: Grade 1 Lesson 14-7 Math Anytime 14-7: Daily Review Topic 14: Today's Challenge Step 1: Problem-Based Learning 14-7: Solve & Share Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Choose the 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, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 14-7: Visual Learning Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Choose the 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, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. 14-7: Convince Me! Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Choose the 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, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. Practice and Problem Solving 14-7: Student Edition Practice Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Choose the 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, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. 14-7: Interactive Practice Buddy 14-7: Interactive Additional Practice Step 3: Assess & Differentiate 14-7: Another Look Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Choose the 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, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. 14-7: Enrichment Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Choose the 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, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. 14-7: Quick Check Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Choose the 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, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. 14-7: Reteach to Build Understanding Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Choose the 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, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. 14-7: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 14-7: Enrichment Game: Fluency - Add and Subtract within 10 14-7: Pick a Project Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Choose the 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, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. 14-7: Another Look Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Choose the 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, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. Spanish Resources 14-7: eText del Libro del estudiante 14-7: Repaso diario 14-7: Aprendizaje visual 14-7: Amigo de práctica interactiva 14-7: Práctica adicional interactiva 14-7: Refuerzo para mejorar la comprensión 14-7: Desarrollar la competencia matemática 14-7: Ampliación 14-8: Compose with 3-D Shapes Interactive Student Edition: Grade 1 Lesson 14-8 Math Anytime 14-8: Daily Review Topic 14: Today's Challenge Step 1: Problem-Based Learning 14-8: Solve & Share Curriculum Standards: 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. 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. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. 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. 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. 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. 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. Put 3-D shapes together 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. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 14-8: Visual Learning Curriculum Standards: 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. 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. 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. 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. 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. 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. Put 3-D shapes together 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. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 14-8: Convince Me! Curriculum Standards: 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. 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. 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. 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. 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. 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. Put 3-D shapes together 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. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Practice and Problem Solving 14-8: Student Edition Practice Curriculum Standards: 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. 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. 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. 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. 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. 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. Put 3-D shapes together 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. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 14-8: Interactive Practice Buddy 14-8: Interactive Additional Practice Step 3: Assess & Differentiate 14-8: Another Look Curriculum Standards: 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. 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. 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. 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. 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. 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. Put 3-D shapes together 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. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 14-8: Enrichment Curriculum Standards: 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. 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. 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. 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. 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. 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. Put 3-D shapes together 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. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 14-8: Quick Check Curriculum Standards: 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. 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. 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. 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. 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. 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. Put 3-D shapes together 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. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 14-8: Reteach to Build Understanding Curriculum Standards: 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. 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. 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. 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. 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. 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. Put 3-D shapes together 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. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 14-8: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 14-8: Enrichment Game: Amazing Savings 1 14-8: Pick a Project Curriculum Standards: 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. 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. 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. 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. 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. 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. Put 3-D shapes together 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. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 14-8: Another Look Curriculum Standards: 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. 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. 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. 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. 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. 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. Put 3-D shapes together 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. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Spanish Resources 14-8: eText del Libro del estudiante 14-8: Repaso diario 14-8: Aprendizaje visual 14-8: Amigo de práctica interactiva 14-8: Práctica adicional interactiva 14-8: Refuerzo para mejorar la comprensión 14-8: Desarrollar la competencia matemática 14-8: Ampliación 14-9: Problem Solving: Make Sense and Persevere Interactive Student Edition: Grade 1 Lesson 14-9 Math Anytime 14-9: Daily Review Topic 14: Today's Challenge Step 1: Problem-Based Learning 14-9: Solve & Share Curriculum Standards: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, 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. Make sense of problems and persevere in solving them. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, 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. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, 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. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 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, overall size); build and draw shapes to possess defining attributes. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Make sense of problems and persevere in solving them. 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. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 14-9: Visual Learning Curriculum Standards: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, 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. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, 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. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, 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. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 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, overall size); build and draw shapes to possess defining attributes. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Make sense of problems and persevere in solving them. 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. 14-9: Convince Me! Curriculum Standards: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, 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. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, 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. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, 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. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 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, overall size); build and draw shapes to possess defining attributes. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Make sense of problems and persevere in solving them. 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. Practice and Problem Solving 14-9: Student Edition Practice Curriculum Standards: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, 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. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, 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. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, 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. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 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, overall size); build and draw shapes to possess defining attributes. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Make sense of problems and persevere in solving them. 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. 14-9: Interactive Additional Practice Step 3: Assess & Differentiate 14-9: Another Look Curriculum Standards: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, 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. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, 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. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, 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. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 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, overall size); build and draw shapes to possess defining attributes. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Make sense of problems and persevere in solving them. 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. 14-9: Enrichment Curriculum Standards: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, 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. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, 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. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, 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. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 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, overall size); build and draw shapes to possess defining attributes. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Make sense of problems and persevere in solving them. 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. 14-9: Quick Check Curriculum Standards: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, 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. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, 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. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, 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. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 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, overall size); build and draw shapes to possess defining attributes. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Make sense of problems and persevere in solving them. 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. 14-9: Reteach to Build Understanding Curriculum Standards: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, 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. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, 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. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, 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. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 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, overall size); build and draw shapes to possess defining attributes. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Make sense of problems and persevere in solving them. 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. 14-9: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 14-9: Enrichment 14-9: Digital Math Tool Activity 14-9: Pick a Project Curriculum Standards: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, 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. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, 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. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, 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. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 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, overall size); build and draw shapes to possess defining attributes. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Make sense of problems and persevere in solving them. 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. 14-9: Another Look Curriculum Standards: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, 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. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, 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. Make sense of problems and persevere in solving them. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, 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. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 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, overall size); build and draw shapes to possess defining attributes. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Make sense of problems and persevere in solving them. 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. Spanish Resources 14-9: eText del Libro del estudiante 14-9: Repaso diario 14-9: Aprendizaje visual 14-9: Práctica adicional interactiva 14-9: Refuerzo para mejorar la comprensión 14-9: Desarrollar la competencia matemática 14-9: Ampliación Topic 14: End of Topic Interactive Student Edition: End of Topic 14 Topic 14: Fluency Practice Activity Topic 14: Vocabulary Review Topic 14: Reteaching Interactive Student Edition: Topic 14 Assessment Practice Interactive Student Edition: Topic 14 Performance Task Topic 14 Performance Task Topic 14 Assessment 14-8: Center Games 14-1: Visual Learning Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Use attributes to describe shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. 14-2: Visual Learning Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. 14-4: Visual Learning Curriculum Standards: 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. 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. 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. 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. 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. 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. Put shapes together to make another 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. Represent and solve problems involving addition and subtraction within 20. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 14-5: Visual Learning Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. Use shapes to make different shapes. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 14-6: Visual Learning Curriculum Standards: 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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, overall size); build and draw shapes to possess defining attributes. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. 14-8: Visual Learning Curriculum Standards: 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. 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. 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. 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. 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. 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. Put 3-D shapes together 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. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 14-7: Visual Learning Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Choose the 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, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. Topic 14 Online Assessment: Printable Topic 14 Online Assessment Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. 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. 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. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. Use attributes to describe shapes. 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. 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. 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. 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. Put shapes together to make another 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. Represent and solve problems involving addition and subtraction within 20. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 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. 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. Define 3-D shapes by their number of edges, vertices, and faces or flat surfaces. Extend the counting sequence to read and write numerals to represent objects. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 10 can be thought of as a bundle of ten ones — called a “ten.” 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). Use shapes to make different shapes. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Put 3-D shapes together to make another 3-D shape. Choose the defining attributes of 3-D shapes. Topic 14 Spanish Assessments Tema 14: Tarea de rendimento Tema 14: Evaluación Topic 15: Equal Shares of Circles and Rectangles Topic 15: Animated Math Story: Food Fractions Topic 15: Today's Challenge Topic 15: Beginning of Topic Interactive Student Edition: Beginning of Topic 15 Topic 15: enVision STEM Activity Topic 15: Review What You Know Topic 15: Vocabulary Cards 15-1: Make Equal Shares Interactive Student Edition: Grade 1 Lesson 15-1 Math Anytime 15-1: Daily Review Topic 15: Today's Challenge Step 1: Problem-Based Learning 15-1: Solve & Share Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 15-1: Visual Learning Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 15-1: Convince Me! Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Practice and Problem Solving 15-1: Student Edition Practice Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 15-1: Interactive Practice Buddy 15-1: Interactive Additional Practice Step 3: Assess & Differentiate 15-1: Another Look Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 15-1: Enrichment Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 15-1: Quick Check Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 15-1: Reteach to Build Understanding Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 15-1: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 15-1: Enrichment 15-1: Digital Math Tool Activity 15-1: Problem-Solving Reading Activity Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 15-1: Another Look Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Spanish Resources 15-1: eText del Libro del estudiante 15-1: Repaso diario 15-1: Aprendizaje visual 15-1: Amigo de práctica interactiva 15-1: Práctica adicional interactiva 15-1: Refuerzo para mejorar la comprensión 15-1: Desarrollar la competencia matemática 15-1: Ampliación 15-2: Make Halves and Fourths of Rectangles and Circles Interactive Student Edition: Grade 1 Lesson 15-2 Math Anytime 15-2: Daily Review Topic 15: Today's Challenge Step 1: Problem-Based Learning 15-2: Solve & Share Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 15-2: Visual Learning Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition circles and rectangles into two and four equal parts. 15-2: Convince Me! Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Practice and Problem Solving 15-2: Student Edition Practice Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 15-2: Interactive Practice Buddy 15-2: Interactive Additional Practice Step 3: Assess & Differentiate 15-2: Another Look Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 15-2: Enrichment Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 15-2: Quick Check Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 15-2: Reteach to Build Understanding Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition circles and rectangles into two and four equal parts. 15-2: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 15-2: Enrichment 15-2: Digital Math Tool Activity 15-2: enVision STEM Activity Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 15-2: Another Look Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Partition circles and rectangles into two and four equal parts. Spanish Resources 15-2: eText del Libro del estudiante 15-2: Repaso diario 15-2: Aprendizaje visual 15-2: Amigo de práctica interactiva 15-2: Práctica adicional interactiva 15-2: Refuerzo para mejorar la comprensión 15-2: Desarrollar la competencia matemática 15-2: Ampliación 15-3: Understand Halves and Fourths Interactive Student Edition: Grade 1 Lesson 15-3 Math Anytime 15-3: Daily Review Topic 15: Today's Challenge Step 1: Problem-Based Learning 15-3: Solve & Share Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 15-3: Visual Learning Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 15-3: Convince Me! Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Practice and Problem Solving 15-3: Student Edition Practice Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 15-3: Interactive Practice Buddy 15-3: Interactive Additional Practice Step 3: Assess & Differentiate 15-3: Another Look Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 15-3: Enrichment Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 15-3: Quick Check Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 15-3: Reteach to Build Understanding Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 15-3: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 15-3: Enrichment Game: Save the Word: Grade 1 Topics 1–15 15-3: Problem-Solving Reading Activity Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 15-3: Another Look Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Spanish Resources 15-3: eText del Libro del estudiante 15-3: Repaso diario 15-3: Aprendizaje visual 15-3: Amigo de práctica interactiva 15-3: Práctica adicional interactiva 15-3: Refuerzo para mejorar la comprensión 15-3: Desarrollar la competencia matemática 15-3: Ampliación Topic 15: 3-Act Math: Pieced Out Interactive Student Edition: Grade 1,Topic 15: 3-Act Math Mathematical Modeling Topic 15: 3-Act Math: Pieced Out, Act 1 Topic 15: 3-Act Math: Pieced Out, Act 2 Topic 15: 3-Act Math: Pieced Out, Act 3 Topic 15: 3-Act Math: Pieced Out, Sequel 15-4: Problem Solving: Model with Math Interactive Student Edition: Grade 1 Lesson 15-4 Math Anytime 15-4: Daily Review Topic 15: Today's Challenge Step 1: Problem-Based Learning 15-4: Solve & Share Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Model with mathematics. Use the understanding of fractions to partition shapes into halves and quarters. Model with mathematics. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 15-4: Visual Learning Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Model with mathematics. Use the understanding of fractions to partition shapes into halves and quarters. Model with mathematics. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 15-4: Convince Me! Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Model with mathematics. Use the understanding of fractions to partition shapes into halves and quarters. Model with mathematics. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Practice and Problem Solving 15-4: Student Edition Practice Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Model with mathematics. Use the understanding of fractions to partition shapes into halves and quarters. Model with mathematics. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 15-4: Interactive Additional Practice Step 3: Assess & Differentiate 15-4: Another Look Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Model with mathematics. Use the understanding of fractions to partition shapes into halves and quarters. Model with mathematics. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 15-4: Enrichment Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Model with mathematics. Use the understanding of fractions to partition shapes into halves and quarters. Model with mathematics. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 15-4: Quick Check Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Model with mathematics. Use the understanding of fractions to partition shapes into halves and quarters. Model with mathematics. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 15-4: Reteach to Build Understanding Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Model with mathematics. Use the understanding of fractions to partition shapes into halves and quarters. Model with mathematics. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 15-4: Build Mathematical Literacy Curriculum Standards: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 15-4: Enrichment Game: Save the Word: Grade 1 Topics 1–15 15-4: Pick a Project Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Model with mathematics. Use the understanding of fractions to partition shapes into halves and quarters. Model with mathematics. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 15-4: Another Look Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Model with mathematics. Use the understanding of fractions to partition shapes into halves and quarters. Model with mathematics. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Spanish Resources 15-4: eText del Libro del estudiante 15-4: Repaso diario 15-4: Aprendizaje visual 15-4: Práctica adicional interactiva 15-4: Refuerzo para mejorar la comprensión 15-4: Desarrollar la competencia matemática 15-4: Ampliación Topic 15: End of Topic Interactive Student Edition: End of Topic 15 Topic 15: Fluency Practice Activity Topic 15: Vocabulary Review Topic 15: Reteaching Interactive Student Edition: Topic 15 Assessment Practice Interactive Student Edition: Topic 15 Performance Task Topic 15 Performance Task Topic 15 Assessment 14-9: Center Games 15-1: Visual Learning Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 15-2: Visual Learning Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 15-3: Visual Learning Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 15-4: Visual Learning Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. Model with mathematics. Use the understanding of fractions to partition shapes into halves and quarters. Model with mathematics. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Topic 15 Online Assessment: Printable Topic 15 Online Assessment Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Model with mathematics. 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Determine whether shapes are divided into equal shares. Model with mathematics. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Make a drawing or diagram to show a problem about equal shares. Model with mathematics. Model with mathematics. Model with mathematics. Understand that more equal shares of the same whole create smaller shares. Topic 15 Spanish Assessments Tema 15: Tarea de rendimento Tema 15: Evaluación Topics 1–15: Cumulative/Benchmark Assessments Topics 1–15: Cumulative/Benchmark Assessment 14-2: Center Games 3-7: Another Look Curriculum Standards: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Solve addition problems using different strategies. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Represent and solve problems involving addition and subtraction within 20. Use words, pictures, objects, length-based models (connecting cubes), 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 5-5: Another Look Curriculum Standards: 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. Examples: 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.) 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. 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. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. 11-1: Another Look Curriculum Standards: Understand the following as special cases: 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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 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). Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. Use models 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Use place-value concepts and properties of operations to add and subtract within 100. 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. 10-6: Another Look Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 7-1: Another Look Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 10 can be thought of as a bundle of ten ones — called a “ten.” 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). Count by 10s to 120. Understand the following as special cases: 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). Extend the counting sequence to read and write numerals to represent objects. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. 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. 9-6: Another Look Curriculum Standards: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 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 <. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Make sense of problems and persevere in solving them. Read, write and represent whole numbers up to 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. 12-3: Another Look Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Use a ruler to measure length to the nearest inch. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Order lengths and measure them both indirectly and by repeating length units. Measure the length of an object in terms of multiple copies of another object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. 14-1: Another Look Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Use attributes to describe shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. 15-2: Another Look Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 13-5: Another Look Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Tell and write time in hours and half-hours using analog and digital clocks. 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. Tell and write time in hours and half-hours using analog and digital clocks. 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. Tell and write time in hours and half-hours 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. Tell and write time to the nearest half hour using both analog and digital clocks. Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Tell time to the hour and half-hour. 14-6: Another Look Curriculum Standards: 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three- sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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, overall size); build and draw shapes to possess defining attributes. Extend the counting sequence to read and write numerals to represent objects. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. 14-5: Another Look Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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). 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. Use shapes to make different shapes. 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. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 14-7: Another Look Curriculum Standards: 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Choose the 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, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Order lengths and measure them both indirectly and by repeating length units. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Measure the length of an object in terms of multiple copies of another object. 15-1: Another Look Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 13-4: Another Look Curriculum Standards: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Tell and write time in hours and half-hours using analog and digital clocks. Tell time to the hour using analog and digital clocks. Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time to the nearest half hour using both analog and digital clocks. Tell time to the hour and half-hour. 15-3: Another Look Curriculum Standards: 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Topics 1–15: Printable Online Cumulative/Benchmark Assessment Topics 1–15: Online Cumulative/Benchmark Assessment Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. Examples: 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.) 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. 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. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Understand the following as special cases: 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). 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. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Understand that the two digits of a two-digit number represent amounts of tens and ones. Tell and write time in hours and half-hours using analog and digital clocks. Given a two- digit number, mentally find 10 more or 10 less than the number, without having to count; 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 10 can be thought of as a bundle of ten ones — called a “ten.” 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. 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. Use place-value concepts and properties of operations to add and subtract within 100. 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. 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. 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. 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. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. Represent real-world situations involving addition and 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 a ruler to measure length to the nearest inch. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Order lengths and measure them both indirectly and by repeating length units. Measure the length of an object in terms of multiple copies of another object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Use attributes to describe shapes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Solve addition problems using different strategies. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); 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. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 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 <. Make sense of problems and persevere in solving them. Make sense of problems and persevere in solving them. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Make sense of problems and persevere in solving them. Compare and order whole numbers up to 100. Use words to describe the relative size of numbers. 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. 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. Define 3-D shapes by their number of edges, vertices, and faces or flat surfaces. Extend the counting sequence to read and write numerals to represent objects. 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. 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). 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. 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). 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. Use shapes to make different shapes. 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. Determine whether shapes are divided into equal shares. Choose the defining attributes of 3-D shapes. Understand that more equal shares of the same whole create smaller shares. Count by 10s to 120. Understand the following as special cases: 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). 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. 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. Tell time to the half hour. Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time to the nearest half hour using both analog and digital clocks. Tell time to the hour and half-hour. Tell time to the hour using analog and digital clocks. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; 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. 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. Use models 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. Grade 1 Progress Monitoring Assessments Grade 1 Progress Monitoring Assessment: Form A Grade 1 Online Progress Monitoring Assessment: Form A Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 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. Examples: 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.) Understand the following as special cases: 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). 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. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 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. Model with mathematics. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Tell and write time in hours and half-hours using analog and digital clocks. Identify the value of all U.S. coins (penny, nickel, dime, quarter, half-dollar, and dollar coins). Use appropriate cent and dollar notation (e.g., 25¢, $1). Know the comparative values of all U.S. coins (e.g., a dime is of greater value than a nickel). Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 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. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 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; explain the reasoning used. Use place-value concepts and properties of operations to add and subtract within 100. 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. 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. 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. Use different strategies to add three numbers. Find number patterns on a number chart. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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. 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). 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 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). 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. 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 a ruler to measure length to the nearest inch. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Order lengths and measure them both indirectly and by repeating length units. Measure the length of an object in terms of multiple copies of another object. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Find the unknown number in an equation. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Determine if equations involving addition and subtraction are true. 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. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Count on to add 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. 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Understand subtraction as an unknown-addend problem. Understand subtraction as an unknown-addend problem. Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. 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. Solve problems using near doubles facts. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Model with mathematics. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Model and solve problems by drawing a picture and writing an equation. Model with mathematics. Model with mathematics. Model with mathematics. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Order three objects by length; compare the 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 objects by length. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Make subtraction easier by making 10 to subtract. Solve different types of addition and subtraction problems with unknowns in different positions. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. 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. 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. Use shapes to make different shapes. 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. Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Decompose numbers in multiple ways. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Tell time to the half hour. Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time to the nearest half hour using both analog and digital clocks. Tell time to the hour and half-hour. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Tell the value of penny, nickel, dime, quarter. Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar. Solve problems involving putting together or taking apart. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numbers 11 to 19. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 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. 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. Use an open number line to solve subtraction problems. 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. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Interpret organized data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and interpret data using tables/charts. Use counting and comparison skills to create and analyze bar graphs and tally charts. Use models to subtract tens. Grade 1 Progress Monitoring Assessment: Form B Grade 1 Online Progress Monitoring Assessment: Form B Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 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. Examples: 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.) Understand the following as special cases: 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). 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. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 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. Model with mathematics. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Tell and write time in hours and half-hours using analog and digital clocks. Identify the value of all U.S. coins (penny, nickel, dime, quarter, half-dollar, and dollar coins). Use appropriate cent and dollar notation (e.g., 25¢, $1). Know the comparative values of all U.S. coins (e.g., a dime is of greater value than a nickel). Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 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. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 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; explain the reasoning used. Use place-value concepts and properties of operations to add and subtract within 100. 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. 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. 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. Use different strategies to add three numbers. Find number patterns on a number chart. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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. 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). 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 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). 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. 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 a ruler to measure length to the nearest inch. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Order lengths and measure them both indirectly and by repeating length units. Measure the length of an object in terms of multiple copies of another object. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Find the unknown number in an equation. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Determine if equations involving addition and subtraction are true. 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. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Count on to add 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. 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Understand subtraction as an unknown-addend problem. Understand subtraction as an unknown-addend problem. Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. 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. Solve problems using near doubles facts. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Model with mathematics. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Model and solve problems by drawing a picture and writing an equation. Model with mathematics. Model with mathematics. Model with mathematics. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Order three objects by length; compare the 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 objects by length. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Make subtraction easier by making 10 to subtract. Solve different types of addition and subtraction problems with unknowns in different positions. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. 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. 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. Use shapes to make different shapes. 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. Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Decompose numbers in multiple ways. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Tell time to the half hour. Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time to the nearest half hour using both analog and digital clocks. Tell time to the hour and half-hour. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Tell the value of penny, nickel, dime, quarter. Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar. Solve problems involving putting together or taking apart. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numbers 11 to 19. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 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. 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. Use an open number line to solve subtraction problems. 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. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Interpret organized data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and interpret data using tables/charts. Use counting and comparison skills to create and analyze bar graphs and tally charts. Use models to subtract tens. Grade 1 Progress Monitoring Assessment: Form C Grade 1 Online Progress Monitoring Assessment: Form C Curriculum Standards: Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 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. Examples: 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.) Understand the following as special cases: 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). 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. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. 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. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); 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. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 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. Model with mathematics. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. Understand that the two digits of a two-digit number represent amounts of tens and ones. Tell and write time in hours and half-hours using analog and digital clocks. Identify the value of all U.S. coins (penny, nickel, dime, quarter, half-dollar, and dollar coins). Use appropriate cent and dollar notation (e.g., 25¢, $1). Know the comparative values of all U.S. coins (e.g., a dime is of greater value than a nickel). Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 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. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 10 can be thought of as a bundle of ten ones — called a “ten.” Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 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; explain the reasoning used. Use place-value concepts and properties of operations to add and subtract within 100. 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. 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. 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. Use different strategies to add three numbers. Find number patterns on a number chart. Represent and solve problems involving addition and subtraction within 20. Understand and apply properties of operations and the relationship between addition and subtraction. 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. 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). 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 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). 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. 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 a ruler to measure length to the nearest inch. 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Order lengths and measure them both indirectly and by repeating length units. Measure the length of an object in terms of multiple copies of another object. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. Find the unknown number in an equation. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?. Determine if equations involving addition and subtraction are true. 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. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 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. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Count on to add 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. 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. Understand for these examples that decomposing into more equal shares creates 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. Understand for these examples that decomposing into more equal shares creates smaller shares. 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. Understand for these examples that decomposing into more equal shares creates smaller shares. Use the understanding of fractions to partition shapes into halves and quarters. Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Students are not required to independently read the word problems.) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 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. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Understand subtraction as an unknown-addend problem. Understand subtraction as an unknown-addend problem. Use addition facts to 10 to solve subtraction problems. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 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. 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. 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. Extend the counting sequence to read and write numerals to represent objects. 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. Solve problems using near doubles facts. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. Model with mathematics. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Model and solve problems by drawing a picture and writing an equation. Model with mathematics. Model with mathematics. Model with mathematics. Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Understand how to use a ruler to measure to the nearest inch. (a) Recognize that the ruler is a tool that can be used to measure the attribute of length. (b) Understand the importance of the zero point and end point and that the length measure is the span between two points. (c) Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. Order three objects by length; compare the 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 objects by length. Order three objects by length; compare the lengths of two objects indirectly by using a third object. Make subtraction easier by making 10 to subtract. Solve different types of addition and subtraction problems with unknowns in different positions. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 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, overall size); build and draw shapes to possess defining attributes. Compose and distinguish between two- and three-dimensional shapes based on their attributes. Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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 <. Use place-value concepts to represent amounts of tens and ones and to compare two digit numbers. Read, write and represent whole numbers up to 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. 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. 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. Use shapes to make different shapes. 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. Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones). Decompose numbers in multiple ways. Understand that the two digits of a two-digit number represent amounts of tens and ones. 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. Tell time to the half hour. Tell and write time in hours and half-hours using analog and digital clocks. Tell and write time to the nearest half hour using both analog and digital clocks. Tell time to the hour and half-hour. Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) Identify and combine values of money in cents up to one dollar working with a single unit of currency. (a) Identify the value of coins (pennies, nickels, dimes, quarters). (b) Compute the value of combinations of coins (pennies and/or dimes). (c) Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.) (Students are not expected to understand the decimal notation for combinations of dollars and cents.) Tell the value of penny, nickel, dime, quarter. Identify pennies, nickels and dimes and find the value of a group of these coins, up to one dollar. Solve problems involving putting together or taking apart. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Read and write numbers 11 to 19. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 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. 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. Use an open number line to solve subtraction problems. 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. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Interpret organized data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Represent and interpret data using tables/charts. Use counting and comparison skills to create and analyze bar graphs and tally charts. Use models to subtract tens. Topic 16: Step Up to Grade 2 16-1: Even and Odd Numbers Student's Edition Grade 1 Lesson 16-1 Student's Edition Grade 1 Lesson 16-1Student's Edition Grade 1 Lesson 16-1 Step 1: Problem-Based Learning 16-1: Solve & Share Curriculum Standards: Fluently add and subtract within 20 using mental strategies. 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. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Fluently add and subtract within 20 using mental strategies. 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. Tell if a group of objects is even or odd. 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. Work with equal groups of objects to gain foundations for multiplication. 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. 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. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 16-1: Visual Learning Curriculum Standards: Fluently add and subtract within 20 using mental strategies. 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. Fluently add and subtract within 20 using mental strategies. 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. Tell if a group of objects is even or odd. 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. Work with equal groups of objects to gain foundations for multiplication. 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. 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. 16-1: Convince Me! Curriculum Standards: Fluently add and subtract within 20 using mental strategies. 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. Fluently add and subtract within 20 using mental strategies. 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. Tell if a group of objects is even or odd. 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. Work with equal groups of objects to gain foundations for multiplication. 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. 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. 16-1: Student Edition Practice Curriculum Standards: Fluently add and subtract within 20 using mental strategies. 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. Fluently add and subtract within 20 using mental strategies. 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. Tell if a group of objects is even or odd. 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. Work with equal groups of objects to gain foundations for multiplication. 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. 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. 16-2: Use Arrays to Find Totals Student's Edition Grade 1 Lesson 16-2 Student's Edition Grade 1 Lesson 16-2Student's Edition Grade 1 Lesson 16-2 Step 1: Problem-Based Learning 16-2: Solve & Share Curriculum Standards: Fluently add and subtract within 20 using mental strategies. 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. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Fluently add and subtract within 20 using mental strategies. 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. Find the total number of objects in a set of rows and columns. 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. Work with equal groups of objects to gain foundations for multiplication. 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. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 16-2: Visual Learning Curriculum Standards: Fluently add and subtract within 20 using mental strategies. 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. Fluently add and subtract within 20 using mental strategies. 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. Find the total number of objects in a set of rows and columns. 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. Work with equal groups of objects to gain foundations for multiplication. 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. 16-2: Convince Me! Curriculum Standards: Fluently add and subtract within 20 using mental strategies. 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. Fluently add and subtract within 20 using mental strategies. 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. Find the total number of objects in a set of rows and columns. 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. Work with equal groups of objects to gain foundations for multiplication. 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. 16-2: Student Edition Practice Curriculum Standards: Fluently add and subtract within 20 using mental strategies. 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. Fluently add and subtract within 20 using mental strategies. 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. Find the total number of objects in a set of rows and columns. 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. Work with equal groups of objects to gain foundations for multiplication. 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. 16-3: Add on a Hundred Chart Student's Edition Grade 1 Lesson 16-3 Step 1: Problem-Based Learning 16-3: Solve & Share Curriculum Standards: 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. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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. Add within 100 using place-value strategies and properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. 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. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 16-3: Visual Learning Curriculum Standards: 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. 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. Add within 100 using place-value strategies and properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. 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. 16-3: Convince Me! Curriculum Standards: 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. 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. Add within 100 using place-value strategies and properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. 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. 16-3: Student Edition Practice Curriculum Standards: 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. 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. Add within 100 using place-value strategies and properties of operations. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. 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. 16-4: Break Apart Numbers to Add Student's Edition Grade 1 Lesson 16-4 Step 1: Problem-Based Learning 16-4: Solve & Share Curriculum Standards: 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. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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. Break apart numbers into tens and ones to find their sum. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. 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. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 16-4: Visual Learning Curriculum Standards: 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. 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. Break apart numbers into tens and ones to find their sum. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. 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. 16-4: Convince Me! Curriculum Standards: 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. 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. Break apart numbers into tens and ones to find their sum. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. 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. 16-4: Student Edition Practice Curriculum Standards: 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. 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. Break apart numbers into tens and ones to find their sum. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. 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. 16-5: Subtract Tens and Ones on a Hundred Chart Student's Edition Grade 1 Lesson 16-5 Step 1: Problem-Based Learning 16-5: Solve & Share Curriculum Standards: 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. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. 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. 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. Use place-value understanding and properties of operations to add and subtract within 1000. 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 16-5: Visual Learning Curriculum Standards: 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. 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. 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. Use place-value understanding and properties of operations to add and subtract within 1000. 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. 16-5: Convince Me! Curriculum Standards: 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. 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. 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. Use place-value understanding and properties of operations to add and subtract within 1000. 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. 16-5: Student Edition Practice Curriculum Standards: 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. 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. 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. Use place-value understanding and properties of operations to add and subtract within 1000. 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. 16-6: Break Apart Numbers to Subtract Student's Edition Grade 1 Lesson 16-6 Step 1: Problem-Based Learning 16-6: Solve & Share Curriculum Standards: 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. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 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. Break apart 1-digit numbers to make it easier to subtract mentally. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. 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. Step 2: Visual Learning 16-6: Visual Learning Curriculum Standards: 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. 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. Break apart 1-digit numbers to make it easier to subtract mentally. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. 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. 16-6: Convince Me! Curriculum Standards: 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. 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. Break apart 1-digit numbers to make it easier to subtract mentally. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. 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. 16-6: Student Edition Practice Curriculum Standards: 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. 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. Break apart 1-digit numbers to make it easier to subtract mentally. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Use place-value understanding and properties of operations to add and subtract within 1000. 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. 16-7: Solve Problems with Coins Student's Edition Grade 1 Lesson 16-7 Step 1: Problem-Based Learning 16-7: Solve & Share Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Solve problems with coins. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? Use place- value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. 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. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 16-7: Visual Learning Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Solve problems with coins. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? Use place- value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. 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. 16-7: Convince Me! Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Solve problems with coins. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? Use place- value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. 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. 16-7: Student Edition Practice Curriculum Standards: Count within 1000; skip-count by 5s starting at any number ending in 5 or 0. Skip-count by 10s and 100s starting at any number. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? Count within 1000; skip-count by 5s, 10s, and 100s. Tell and write time from analog and digital clocks to the nearest five minutes. Solve problems with coins. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? Use place- value concepts to read, write, and skip count to 1000. Solve problems and make change using coins and paper currency with appropriate symbols. 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. 16-8: Understand Hundreds Student's Edition Grade 1 Lesson 16-8 Step 1: Problem-Based Learning 16-8: Solve & Share Curriculum Standards: 100 can be thought of as a bundle of ten tens – called a “hundred.” The 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). Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. Understand the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred.” Understand the following as special cases: The 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). Understand place value and count by hundreds to 1,000. 100 can be thought of as a bundle of ten tens – called a hundred. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. 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. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 16-8: Visual Learning Curriculum Standards: 100 can be thought of as a bundle of ten tens – called a “hundred.” The 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). Understand the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred.” Understand the following as special cases: The 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). Understand place value and count by hundreds to 1,000. 100 can be thought of as a bundle of ten tens – called a hundred. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. 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. 16-8: Convince Me! Curriculum Standards: 100 can be thought of as a bundle of ten tens – called a “hundred.” The 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). Understand the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred.” Understand the following as special cases: The 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). Understand place value and count by hundreds to 1,000. 100 can be thought of as a bundle of ten tens – called a hundred. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. 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. 16-8: Student Edition Practice Curriculum Standards: 100 can be thought of as a bundle of ten tens – called a “hundred.” The 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). Understand the following as special cases: 100 can be thought of as a bundle of ten tens — called a “hundred.” Understand the following as special cases: The 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). Understand place value and count by hundreds to 1,000. 100 can be thought of as a bundle of ten tens – called a hundred. Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. 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. 16-9: Models and 3-Digit Numbers Student's Edition Grade 1 Lesson 16-9 Step 1: Problem-Based Learning 16-9: Solve & Share Curriculum Standards: 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: The 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). Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. 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. 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: Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. 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. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 16-9: Visual Learning Curriculum Standards: 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: The 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). Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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. 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: Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. 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. 16-9: Convince Me! Curriculum Standards: 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: The 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). Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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. 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: Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. 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. 16-9: Student Edition Practice Curriculum Standards: 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: The 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). Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 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. 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: Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers. Use place-value concepts to read, write, and skip count to 1000. 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. 16-10: Read and Write 3-Digit Numbers Student's Edition Grade 1 Lesson 16-10 Step 1: Problem-Based Learning 16-10: Solve & Share Curriculum Standards: 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. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (b) Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (c) Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Count within 1000; skip-count by 5s, 10s, and 100s. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Read and write 3-digit numbers in expanded form, standard form, and word form. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value concepts to read, write, and skip count to 1000. 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. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Step 2: Visual Learning 16-10: Visual Learning Curriculum Standards: 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. Count within 1000; skip-count by 5s, 10s, and 100s. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Read and write 3-digit numbers in expanded form, standard form, and word form. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value concepts to read, write, and skip count to 1000. 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. 16-10: Convince Me! Curriculum Standards: 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. Count within 1000; skip-count by 5s, 10s, and 100s. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Read and write 3-digit numbers in expanded form, standard form, and word form. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value concepts to read, write, and skip count to 1000. 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. 16-10: Student Edition Practice Curriculum Standards: 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. Count within 1000; skip-count by 5s, 10s, and 100s. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Read and write 3-digit numbers in expanded form, standard form, and word form. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Use place-value concepts to read, write, and skip count to 1000. 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. Math Diagnosis and Intervention System Booklet A: Numbers, Place Value, Money, and Patterns in Grades K-3 A1: Zero to Five A2: More and Fewer A3: Six to Ten A4: Ordinal Numbers Through Tenth A5: Spatial Patterns for Numbers to 10 A6: Comparing Numbers A7: Comparing Numbers to 10 A8: Numbers to 12 A9: Ordering Numbers to 12 with a Number Line A10: 11 to 19 A11: Number Words to Twenty A12: Numbers to 30 A13: Counting to 100 Curriculum Standards: Rote count up to 100. A14: Counting Backward from 20 A15: Counting Backward from 100 A16: Counting by 10s to 100 A17: Using Numbers 11 to 20 A18: Making Numbers 11 to 20 A19: Counting from any Number A20: Using Skip Counting A21: Odd and Even A22: Before, After, and Between A23: Counting with Tens and Ones A24: Tens A25: Tens and Ones Curriculum Standards: Build representations of numbers up to 31 by creating a group of 10 and some ones (e.g., 13 = one 10 and three 1s). Use base ten blocks to model simple addition or subtraction equations within 20 based upon a word problem. Identify the value of the numbers in the tens and one place within a given number up to 31. A26: Number Patterns to 100 A27: 1 More or Less, 10 More or Less Curriculum Standards: Use base ten blocks to model simple addition or subtraction equations within 20 based upon a word problem. A28: Using >, <, and = to Compare Numbers Curriculum Standards: Compare two-digit numbers up to 31 using representations and numbers (e.g., identify more 10s, less 10s, more 1s, fewer 1s, larger number, smaller number). A29: Ordering Three Numbers A30: Number Words A31: Numbers to 100 on the Number Line A32: Counting by Hundreds A33: Building Numbers to 999 A34: Reading and Writing Numbers to 999 A35: Patterns with Numbers on Hundreds Charts A36: Comparing Numbers to 999 A37: Before, After, and Between A38: Ordering Numbers to 999 A39: Numbers to 999 on the Number Line A40: Skip Counting on the Number Line A41: Ways to Show Numbers A42: Place-Value Patterns A43: Reading and Writing 4-Digit Numbers A44: Comparing and Ordering Numbers A45: Rounding to the Nearest Ten and Hundred A46: Numbers Halfway Between and Rounding A47: Equal Parts A48: Understanding Fractions to Fourths Curriculum Standards: Partition circles and rectangles into two and four equal parts. A49: Halves A50: Fractions of a Set A51: Estimating Fractional Amounts A52: Equal Parts of a Whole A53: Parts of a Region A54: Parts of a Set A55: Fractions on the Number Line A56: Fractions and Length A57: Using Models to Compare Fractions A58: Comparing Fractions on the Number Line A59: Using Models to Find Equivalent Fractions A60: Comparing Fractions A61: Money A62: Pennies and Nickels A63: Dimes A64: Counting Pennies, Nickels, and Dimes A65: Quarters A66: Half-Dollars A67: Counting Sets of Coins Curriculum Standards: Identify the value of 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 A80: Working with Unit Fractions A81: Equivalent Fractions A82: Fractions and Division A83: Equivalent Fractions and the Number Line A84: Counting Coins and Bills A85: Ways to Make 5 A86: Equal Groups A87: Ways to Make 10 A88: Making Numbers With 10 A89: Count on an Open Number Line A90: Arrays and Repeated Addition A91: Working with Dollar Bills A92: Understand the Whole A93: Comparing Fractions on a Number Line A94: Whole Numbers and Fractions Booklet B: Basic Facts in Grades K-3 B1: Addition B2: Subtraction B3: Finding Sums B4: Joining Stories B5: Stories about Joining Curriculum Standards: Solve addition and subtraction word problems within 20. Solve one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures. B6: Finding Differences B7: Comparing Stories B8: Separating Stories B9: Making 6 and 7 B10: Making 8 and 9 B11: Parts of Ten B12: Adding Across and Down B13: Adding in any Order Curriculum Standards: Recognize addition as commutative. B14: Missing Parts Curriculum Standards: Solve one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures. B15: Finding the Missing Part Curriculum Standards: Solve one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures. B16: Relating Addition and Subtraction Curriculum Standards: Recognize subtraction as the inverse of addition. B17: Making 10 on a Ten-Frame Curriculum Standards: Use base ten blocks to add single digit numbers that result in two-digit sums. B18: Missing Parts of 10 B19: Adding with 0, 1, 2 Curriculum Standards: Use counting on to find the sum of two addends. B20: Adding Doubles B21: Using Doubles to Add B22: Facts with 5 on a Ten-Frame Curriculum Standards: Add and subtract within 10, demonstrating fluency for addition and subtraction within 5. B23: Subtracting with 0, 1, and 2 Curriculum Standards: Count backwards to subtract to a specified number family less than 20. B24: Using Doubles to Subtract B25: Thinking Addition to 12 to Subtract B26: Doubles to 18 B27: Using Doubles to Add B28: Adding 10 B29: Making 10 to Add 9 B30: Making 10 to Add 7 and 8 B31: Adding Three Numbers Curriculum Standards: Solve word problems that include combining three quantities whose sum is less than 10 using objects or drawings. B32: Stories about Separating B33: Stories about Comparing B34: Relating Addition and Subtraction to 18 B35: Fact Families B36: Thinking Addition to Subtract Doubles B37: Using Addition to 18 to Subtract B38: Subtraction Facts with 10 B39: Using Subtraction Strategies B40: Using = and ? Curriculum Standards: Determine if equations are true or false, using whole number totals within 10. Find the unknown number in an addition or subtraction equation using whole number totals within 10. B41: Addition Properties B42: Relating Addition and Subtraction B43: Multiplication as Repeated Addition B44: Arrays and Multiplication B45: Writing Multiplication Stories B46: Multiplying by 2 and 5 B47: Multiplying by 9 B48: Multiplying by 1 and 0 B49: Multiplying by 10 B50: Multiplying by 3 B51: Multiplying by 4 B52: Multiplying by 6 or 7 B53: Multiplying by 8 B54: Multiplying Three Numbers B55: Meanings for Division B56: Writing Division Stories B57: Relating Multiplication and Division B58: Dividing by 2 Through 5 B59: Dividing by 6 and 7 B60: Dividing by 8 and 9 B61: 0 and 1 in Division 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 B70: Divisibility 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 B75: Skip Counting on the Number Line B76: Make 10 to Subtract B77: More Make 10 to Subtract B78: Use Patterns to Develop Fluency in Addition B79: Count to Add on a Number Line B80: Count to Subtract on an Open Number Line B81: Patterns on Multiplication Tables Booklet C: Computation with Whole numbers in Grades K-3 C1: Adding Tens C2: Adding on a Hundred Chart Curriculum Standards: Add a two-digit number and a multiple of 10 (e.g., 28 + 30 = ). C3: Adding Tens to a Two-Digit Number C4: Adding two-Digit Numbers C5: Estimating Sums C6: Regrouping in Addition C7: Deciding When to Regroup in Addition Curriculum Standards: Use base ten blocks to model simple addition or subtraction equations within 20 based upon a word problem. C8: Adding Two-Digit and One-Digit Numbers C9: Adding with Regrouping C10: Two-Digit Addition C11: Adding Three Numbers C12: Subtracting Tens Curriculum Standards: Using base ten blocks, subtract multiples of 10 (e.g., 30 – 10 = ). C13: Finding Parts of 100 C14: Subtracting on a Hundred Chart C15: Subtracting Tens from a Two-Digit Number Curriculum Standards: Using base ten blocks, find 10 more or 10 less of a given two-digit number (e.g., what is 10 more than 20? What is 10 less than 30?). C16: Subtracting Two-Digit Numbers C17: Estimating Differences C18: Subtracting Two-Digit and One-Digit Numbers C19: Deciding When to Regroup in Subtraction C20: Subtracting with Regrouping C21: Two-Digit Subtraction C22: Using Addition to Check Subtraction C23: Adding on a Hundred Chart C24: Subtracting on a Hundred Chart C25: Using Mental Math to Add C26: Using Mental Math to Subtract C27: Adding Two-Digit Numbers C28: Subtracting Two-Digit Numbers C29: Estimating Sums C30: Estimating Differences C31: Mental Math Strategies C32: Adding Three-Digit Numbers C33: Subtracting Three-Digit Numbers C34: Adding Three Numbers C35: Subtracting Across Zero C36: Add with Tens on an Open Number Line C37: Add Two-Digit Numbers on an Open Number Line C38: Subtract Tens on an Open Number Line C39: Subtract Two-Digit Numbers on an Open Number Line C40: Use Compensation to Add C41: Break Apart Numbers to Subtract C42: Partial Sums C43: Make 10 to Add 2-Digit Numbers C44: Counting Up to Subtract on an Open Number Line C45: Adding 10 and 100 to Numbers C46: Subtracting 10 and 100 from Numbers C47: Use an Open Number Line to Multiply Booklet D: Measurement, Geometry, Data, and Probability in Grades K-3 D1: Time to the Hour D2: Time to the Half Hour Curriculum Standards: Tell time in whole and half hours using a digital clock. D3: Time to Five Minutes D4: Time Before and After the Hour D5: Time to the Quarter Hour D6: Telling Time D7: Units of Time D8: Elapsed Time D9: Comparing and Ordering by Length Curriculum Standards: Order three objects by length; compare the length of two objects indirectly by using a third object. Order up to three objects based on a measurable attribute (height, weight, length). D10: Comparing and Ordering by Capacity D11: Comparing and Ordering by Weight D12: Unit Size and Measuring Curriculum Standards: Use a ruler to measure the length of an object with exact whole units. D13: Inches and Feet D14: Centimeters D15: Inches, Feet, and Yards D16: Inches D17: Centimeters and Meters D18: Perimeter D19: Exploring Area D20: Finding Area on a Grid D21: Area of Rectangles and Squares D22: Area of Irregular Figures D23: Rectangles with the Same Area or Perimeter D24: Using Customary Units of Capacity D25: Using Metric Units of Capacity D26: Using Metric Units of Mass D27: Using Customary Units of Weight D28: Position and Location D29: Shape D30: Properties of Plane Shapes Curriculum Standards: Distinguish two-dimensional shapes based upon their defining attributes (i.e., size, corners, and points). Draw or build two- and three-dimensional shapes. D31: Solid Figures D32: Flat Surfaces of Solid Figures D33: Making New Shapes from Shapes D34: Cutting Shapes Apart D35: Flat Surfaces and Corners D36: Faces, Corners, and Edges D37: Solid Figures D38: Lines and Line Segments D39: Acute, Right, and Obtuse Angles D40: Polygons D41: Classifying Triangles Using Sides and Angles D42: Quadrilaterals D43: Graphing D44: Sorting and Classifying D45: Reading Picture Graphs D46: Interpreting Graphs Curriculum Standards: Compare the values of the two categories of data in terms of more or less. D47: Reading Bar Graphs D48: Tallying Results Curriculum Standards: Analyze data by sorting into two categories; answer questions about the total number of data points and how many in each category. D49: Real Graphs D50: Data and Picture Graphs D51: Making Bar Graphs D52: Make a Graph D53: Recording Data from a Survey D54: Making Line Plots D55: Reading and Making Pictographs Curriculum Standards: Using a picture graph, represent each object/person counted on the graph (1:1 correspondence) for two or more categories. D56: Reading and Making a Bar Graph D57: More Perimeter D58: Measuring Capacity or Weight D59: Solving Problems with Units of Time D60: Comparing by Length D61: Comparing by Capacity D62: Comparing by Weight D63: Indirect Measurement D64: Compose with 3-D Shapes D65: Add and Subtract with Measurements D66: Find Unknown Measurements D67: Divide Rectangles into Equal Shares D68: Equal Shares, Different Shapes D69: Area and the Distributive Property D70: Perimeter and Unknown Side Lengths Booklet E: Problem Solving in Grades K-3 E1: Analyze Given Information E2: Two-Step Problems E3: Multi-Step Problems E4: Use Data from a Table or Chart E5: Analyze Given Information E6: Two-Step Problems E7: Multi-Step Problems 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 E18: Use Reasoning E19: Draw a Picture and Write a Number Sentence 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 E26: Use Tools E27: Draw a Strip Diagram E28: Use Representations E29: Use Representations E30: Work Backward E31: Make and Test Generalizations E32: Make and Test Generalizations E33: Writing to Explain E34: Writing to Explain 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 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 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 F10: Rounding Numbers Through Thousands F11: Comparing and Ordering Numbers Through Thousands F12: Place Value Through Millions 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 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 F25: Number Patterns F26: Input/Output Tables 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 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 F39: Multiplication Properties F40: Expressions with Parentheses F41: Order of Operations F42: Using the Distributive Property F43: Properties of Operations F44: Variables and Expressions F45: More Variables and Expressions F46: Writing Expressions 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 G4: Using Mental Math to Subtract G5: Estimating Sums G6: Estimating Differences G7: Adding Two-Digit Numbers G8: Subtracting Two-Digit Numbers G9: Mental Math Strategies 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 G17: Adding 4-Digit Numbers G18: Adding Greater Numbers G19: Subtracting Greater Numbers G20: Multiplication as Repeated Addition G21: Arrays and Multiplication G22: Using Multiplication to Compare 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 G41: Mental Math: Division Patterns G42: Estimating Products G43: Estimating Quotients G44: Multiplication and Arrays G45: Breaking Apart Numbers to Multiply G46: Multiplying Two-Digit Numbers G47: Multiplying Three-Digit Numbers G48: Multiplying Money G49: Multiplying One-Digit and Four-Digit Numbers G50: Dividing with Objects G51: Interpret the Remainder G52: Using Objects to Divide G53: Dividing Two-Digit Numbers G54: Dividing Three-Digit Numbers G55: Zeros in the Quotient G56: Dividing Greater Numbers G57: Factoring Numbers G58: Divisibility by 2, 3, 5, 9, and 10 G59: Divisibility G60: Exponents G61: Prime Factorization G62: Greatest Common Factor G63: Least Common Multiple G64: Mental Math: Multiplying by Multiples of 10 G65: Estimating Products G66: Using Arrays to Multiply Two-Digit Factors G67: Multiplying Two-Digit Numbers by Multiples of 10 G68: Multiplying by Two-Digit Numbers G69: Multiplying Greater Numbers G70: Mental Math: Using Properties G71: Dividing by Multiples of 10 G72: Estimating Quotients with Two-Digit Divisors G73: Dividing by Two-Digit Divisors G74: One- and Two-Digit Quotients G75: Dividing Greater Numbers G76: Using Mental Math to Multiply 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 H12: Fractions and Decimals H13: Counting Money H14: Making Change H15: Using Money to Understand Decimals H16: Equivalent Fractions H17: Fractions and Division H18: Estimating Fractional Amounts H19: Simplest Form H20: Mixed Numbers H21: Comparing and Ordering Fractions 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 H26: Place Value Through Thousandths H27: Place Value Through Millionths H28: Rounding Decimals Through Hundredths H29: Rounding Decimals Through Thousandths H30: Comparing and Ordering Decimals Through Hundredths H31: Comparing and Ordering Decimals Through Thousandths H32: Relating Fractions and Decimals H33: Decimals to Fractions H34: Fractions to Decimals H35: Relating Fractions and Decimals to Thousandths H36: Using Models to Compare Fractions and Decimals H37: Fractions, Decimals, and the Number Line H38: Adding Fractions with Like Denominators H39: Subtracting Fractions with Like Denominators H40: Adding and Subtracting Fractions with Like Denominators H41: Adding and Subtracting Fractions on a Number Line H42: Adding Fractions with Unlike Denominators H43: Subtracting Fractions with Unlike Denominators H44: Estimating Sums and Differences of Mixed Numbers H45: Adding Mixed Numbers H46: Subtracting Mixed Numbers H47: Multiplying Fractions by Whole Numbers H48: Multiplying Two Fractions H49: Understanding Division with Fractions H50: Dividing Fractions H51: Estimating Products and Quotients of Mixed Numbers H52: Multiplying Mixed Numbers H53: Dividing Mixed Numbers H54: Using Models to Add and Subtract Decimals H55: Estimating Decimal Sums and Differences H56: Adding Decimals to Hundredths H57: Subtracting Decimals to Hundredths H58: More Estimation of Decimal Sums and Differences H59: Adding and Subtracting Decimals to Thousandths H60: Multiplying with Decimals and Whole Numbers H61: Multiplying Decimals by 10, 100, or 1,000 H62: Estimating the Product of a Whole Number and a Decimal H63: Multiplying Decimals Using Grids H64: Multiplying Decimals by Decimals H65: Dividing with Decimals and Whole Numbers H66: Dividing Decimals by 10, 100, or 1,000 H67: Dividing a Decimal by a Whole Number H68: Estimating the Quotient of a Decimal and a Whole Number H69: Dividing a Decimal by a Decimal 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 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 I3: Acute, Right, and Obtuse Angles I4: Polygons I5: Classifying Triangles Using Sides and Angles I6: Quadrilaterals I7: Making New Shapes from Shapes I8: Cutting Shapes Apart I9: Congruent Figures and Motions I10: Line Symmetry I11: Solids and Nets I12: Views of Solid Figures I13: Geometric Ideas I14: Congruent Figures I15: Circles I16: Rotational Symmetry I17: Transformations I18: Measuring and Classifying Angles I19: Angle Pairs I20: Missing Angles in Triangles and Quadrilaterals I21: Measuring Length to 1/2 and 1/4 Inch I22: Using Customary Units of Length I23: Using Metric Units of Length I24: Using Customary Units of Capacity I25: Using Metric Units of Capacity I26: Using Customary Units of Weight I27: Using Metric Units of Mass I28: Time to the Quarter Hour I29: Telling Time I30: Units of Time I31: Elapsed Time I32: Converting Customary Units of Length I33: Converting Customary Units of Capacity I34: Converting Customary Units of Weight I35: Converting Metric Units 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 I45: Area of Rectangles and Squares I46: Area of Irregular Figures I47: Rectangles with the Same Area or Perimeter 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 I55: Measuring Volume 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 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 I70: Converting Units I71: Line Plots I72: Combining Volumes 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 J2: Two-Step Problems J3: Multi-Step Problems J4: Two-Step Problems 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 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 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 Spanish Assessments Evaluación de conocimientos para el Grado 1 Temas 1 a 4: Evaluación acumulativa/de referencia Temas 1 a 8: Evaluación acumulativa/de referencia Temas 1 a 12: Evaluación acumulativa/de referencia Temas 1 a 15: Evaluación acumulativa/de referencia Evaluación para observar el progreso, Forma A Evaluación para observar el progreso, Forma B Evaluación para observar el progreso, Forma C 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. 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. 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. 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. 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Understanding: Answer Key Intended Role: Instructor 1-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 1-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 1-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 1-1: Enrichment: Answer Key Intended Role: Instructor 1-1: Enrichment: Editable Worksheet Intended Role: Instructor 1-1:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 1-1:Repaso diario: Clave de respuestas Intended Role: Instructor 1-1:Práctica adicional Intended Role: Instructor 1-1:Práctica adicional: Clave de respuestas Intended Role: Instructor 1-1:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 1-1:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 1-1:Ampliación: Clave de respuestas Intended Role: Instructor 1-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 1-2 Intended Role: Instructor 1-2: Daily Review: Editable Worksheet Intended Role: Instructor 1-2: Daily Review: Answer Key Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-2: Solve & Share Solution Intended Role: Instructor 1-2: Solve & Share Solution Intended Role: Instructor 1-2: Printable Additional Practice Intended Role: Instructor 1-2: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 1-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 1-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 1-2: Enrichment: Answer Key Intended Role: Instructor 1-2: Enrichment: Editable Worksheet Intended Role: Instructor 1-2:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 1-2:Repaso diario: Clave de respuestas Intended Role: Instructor 1-2:Práctica adicional Intended Role: Instructor 1-2:Práctica adicional: Clave de respuestas Intended Role: Instructor 1-2:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 1-2:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 1-2:Ampliación: Clave de respuestas Intended Role: Instructor 1-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 1-3 Intended Role: Instructor 1-3: Daily Review: Editable Worksheet Intended Role: Instructor 1-3: Daily Review: Answer Key Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-3: Solve & Share Solution Intended Role: Instructor 1-3: Solve & Share Solution Intended Role: Instructor 1-3: Printable Additional Practice Intended Role: Instructor 1-3: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 1-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 1-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 1-3: Enrichment: Answer Key Intended Role: Instructor 1-3: Enrichment: Editable Worksheet Intended Role: Instructor 1-3:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 1-3:Repaso diario: Clave de respuestas Intended Role: Instructor 1-3:Práctica adicional Intended Role: Instructor 1-3:Práctica adicional: Clave de respuestas Intended Role: Instructor 1-3:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 1-3:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 1-3:Ampliación: Clave de respuestas Intended Role: Instructor 1-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 1-4 Intended Role: Instructor 1-4: Daily Review: Editable Worksheet Intended Role: Instructor 1-4: Daily Review: Answer Key Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-4: Solve & Share Solution Intended Role: Instructor 1-4: Solve & Share Solution Intended Role: Instructor 1-4: Printable Additional Practice Intended Role: Instructor 1-4: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 1-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 1-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 1-4: Enrichment: Answer Key Intended Role: Instructor 1-4: Enrichment: Editable Worksheet Intended Role: Instructor Topic 1: Problem-Solving Leveled Reading Mat Intended Role: Instructor 1-4:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 1-4:Repaso diario: Clave de respuestas Intended Role: Instructor 1-4:Práctica adicional Intended Role: Instructor 1-4:Práctica adicional: Clave de respuestas Intended Role: Instructor 1-4:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 1-4:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 1-4:Ampliación: Clave de respuestas Intended Role: Instructor 1-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 1-5 Intended Role: Instructor 1-5: Daily Review: Editable Worksheet Intended Role: Instructor 1-5: Daily Review: Answer Key Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-5: Solve & Share Solution Intended Role: Instructor 1-5: Solve & Share Solution Intended Role: Instructor 1-5: Printable Additional Practice Intended Role: Instructor 1-5: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 1-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 1-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 1-5: Enrichment: Answer Key Intended Role: Instructor 1-5: Enrichment: Editable Worksheet Intended Role: Instructor 1-5:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 1-5:Repaso diario: Clave de respuestas Intended Role: Instructor 1-5:Práctica adicional Intended Role: Instructor 1-5:Práctica adicional: Clave de respuestas Intended Role: Instructor 1-5:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 1-5:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 1-5:Ampliación: Clave de respuestas Intended Role: Instructor Topic 1: 3-Act Math Recording Sheets Intended Role: Instructor Teacher's Edition eText: Grade 1, Topic 1: 3-Act Math Intended Role: Instructor 1-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 1-6 Intended Role: Instructor 1-6: Daily Review: Editable Worksheet Intended Role: Instructor 1-6: Daily Review: Answer Key Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-6: Solve & Share Solution Intended Role: Instructor 1-6: Solve & Share Solution Intended Role: Instructor 1-6: Printable Additional Practice Intended Role: Instructor 1-6: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 1-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 1-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 1-6: Enrichment: Answer Key Intended Role: Instructor 1-6: Enrichment: Editable Worksheet Intended Role: Instructor 1-6:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 1-6:Repaso diario: Clave de respuestas Intended Role: Instructor 1-6:Práctica adicional Intended Role: Instructor 1-6:Práctica adicional: Clave de respuestas Intended Role: Instructor 1-6:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 1-6:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 1-6:Ampliación: Clave de respuestas Intended Role: Instructor 1-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 1-7 Intended Role: Instructor 1-7: Daily Review: Editable Worksheet Intended Role: Instructor 1-7: Daily Review: Answer Key Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-7: Solve & Share Solution Intended Role: Instructor 1-7: Solve & Share Solution Intended Role: Instructor 1-7: Printable Additional Practice Intended Role: Instructor 1-7: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 1-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 1-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 1-7: Enrichment: Answer Key Intended Role: Instructor 1-7: Enrichment: Editable Worksheet Intended Role: Instructor Topic 1: Problem-Solving Leveled Reading Mat Intended Role: Instructor 1-7:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 1-7:Repaso diario: Clave de respuestas Intended Role: Instructor 1-7:Práctica adicional Intended Role: Instructor 1-7:Práctica adicional: Clave de respuestas Intended Role: Instructor 1-7:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 1-7:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 1-7:Ampliación: Clave de respuestas Intended Role: Instructor 1-8: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 1-8 Intended Role: Instructor 1-8: Daily Review: Editable Worksheet Intended Role: Instructor 1-8: Daily Review: Answer Key Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-8: Solve & Share Solution Intended Role: Instructor 1-8: Solve & Share Solution Intended Role: Instructor 1-8: Printable Additional Practice Intended Role: Instructor 1-8: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 1-8: Build Mathematical Literacy: Answer Key Intended Role: Instructor 1-8: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 1-8: Enrichment: Answer Key Intended Role: Instructor 1-8: Enrichment: Editable Worksheet Intended Role: Instructor 1-8:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 1-8:Repaso diario: Clave de respuestas Intended Role: Instructor 1-8:Práctica adicional Intended Role: Instructor 1-8:Práctica adicional: Clave de respuestas Intended Role: Instructor 1-8:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 1-8:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 1-8:Ampliación: Clave de respuestas Intended Role: Instructor 1-9: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 1-9 Intended Role: Instructor 1-9: Daily Review: Editable Worksheet Intended Role: Instructor 1-9: Daily Review: Answer Key Intended Role: Instructor Topic 1: Today's Challenge Teacher Guide Intended Role: Instructor 1-9: Solve & Share Solution Intended Role: Instructor 1-9: Solve & Share Solution Intended Role: Instructor 1-9: Printable Additional Practice Intended Role: Instructor 1-9: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 1-9: Build Mathematical Literacy: Answer Key Intended Role: Instructor 1-9: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 1-9: Enrichment: Answer Key Intended Role: Instructor 1-9: Enrichment: Editable Worksheet Intended Role: Instructor 1-9:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 1-9:Repaso diario: Clave de respuestas Intended Role: Instructor 1-9:Práctica adicional Intended Role: Instructor 1-9:Práctica adicional: Clave de respuestas Intended Role: Instructor 1-9:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 1-9:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 1-9:Ampliación: Clave de respuestas Intended Role: Instructor Topic 1 Performance Task: Answer Key Intended Role: Instructor Topic 1 Performance Task: Editable Assessment Intended Role: Instructor Topic 1 Assessment: Answer Key Intended Role: Instructor Topic 1 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 1 Online Assessment: Answer Key Intended Role: Instructor Tema 1: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 1: Evaluación: Clave de respuestas Intended Role: Instructor Topic 2: Home-School Connection Intended Role: Instructor Topic 2: Interactive Math Story Intended Role: Instructor Topic 2: Interactive Math Story Master Intended Role: Instructor Topic 2: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 2: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 2: Problem-Solving Leveled Reading Mat Intended Role: Instructor Fluency Practice/Assessment Master Intended Role: Instructor Fluency Practice/Assessment Master: Answer Key Intended Role: Instructor Topic 2: Interactive Math Story (Spanish) Intended Role: Instructor Topic 2: Fluency/Practice Assessment (Spanish) Intended Role: Instructor Topic 2: Fluency/Practice Assessment: Answer Key (Spanish) Intended Role: Instructor Topic 2: Pick a Project (Spanish) Intended Role: Instructor Topic 2: enVision STEM Activity (Spanish) Intended Role: Instructor Topic 2: Home-School Connection (Spanish) Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 2 Intended Role: Instructor Topic 2: Professional Development Video Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 2-1 Intended Role: Instructor 2-1: Daily Review: Editable Worksheet Intended Role: Instructor 2-1: Daily Review: Answer Key Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-1: Solve & Share Solution Intended Role: Instructor 2-1: Solve & Share Solution Intended Role: Instructor 2-1: Printable Additional Practice Intended Role: Instructor 2-1: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 2-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 2-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 2-1: Enrichment: Answer Key Intended Role: Instructor 2-1: Enrichment: Editable Worksheet Intended Role: Instructor 2-1:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 2-1:Repaso diario: Clave de respuestas Intended Role: Instructor 2-1:Práctica adicional Intended Role: Instructor 2-1:Práctica adicional: Clave de respuestas Intended Role: Instructor 2-1:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 2-1:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 2-1:Ampliación: Clave de respuestas Intended Role: Instructor 2-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 2-2 Intended Role: Instructor 2-2: Daily Review: Editable Worksheet Intended Role: Instructor 2-2: Daily Review: Answer Key Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-2: Solve & Share Solution Intended Role: Instructor 2-2: Solve & Share Solution Intended Role: Instructor 2-2: Printable Additional Practice Intended Role: Instructor 2-2: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 2-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 2-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 2-2: Enrichment: Answer Key Intended Role: Instructor 2-2: Enrichment: Editable Worksheet Intended Role: Instructor 2-2:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 2-2:Repaso diario: Clave de respuestas Intended Role: Instructor 2-2:Práctica adicional Intended Role: Instructor 2-2:Práctica adicional: Clave de respuestas Intended Role: Instructor 2-2:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 2-2:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 2-2:Ampliación: Clave de respuestas Intended Role: Instructor 2-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 2-3 Intended Role: Instructor 2-3: Listen & Look For Intended Role: Instructor 2-3: Daily Review: Editable Worksheet Intended Role: Instructor 2-3: Daily Review: Answer Key Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-3: Solve & Share Solution Intended Role: Instructor 2-3: Solve & Share Solution Intended Role: Instructor 2-3: Printable Additional Practice Intended Role: Instructor 2-3: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 2-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 2-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 2-3: Enrichment: Answer Key Intended Role: Instructor 2-3: Enrichment: Editable Worksheet Intended Role: Instructor 2-3:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 2-3:Repaso diario: Clave de respuestas Intended Role: Instructor 2-3:Práctica adicional Intended Role: Instructor 2-3:Práctica adicional: Clave de respuestas Intended Role: Instructor 2-3:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 2-3:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 2-3:Ampliación: Clave de respuestas Intended Role: Instructor 2-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 2-4 Intended Role: Instructor 2-4: Daily Review: Editable Worksheet Intended Role: Instructor 2-4: Daily Review: Answer Key Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-4: Solve & Share Solution Intended Role: Instructor 2-4: Solve & Share Solution Intended Role: Instructor 2-4: Printable Additional Practice Intended Role: Instructor 2-4: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 2-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 2-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 2-4: Enrichment: Answer Key Intended Role: Instructor 2-4: Enrichment: Editable Worksheet Intended Role: Instructor 2-4:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 2-4:Repaso diario: Clave de respuestas Intended Role: Instructor 2-4:Práctica adicional Intended Role: Instructor 2-4:Práctica adicional: Clave de respuestas Intended Role: Instructor 2-4:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 2-4:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 2-4:Ampliación: Clave de respuestas Intended Role: Instructor 2-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 2-5 Intended Role: Instructor 2-5: Listen & Look For Intended Role: Instructor 2-5: Daily Review: Editable Worksheet Intended Role: Instructor 2-5: Daily Review: Answer Key Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-5: Solve & Share Solution Intended Role: Instructor 2-5: Solve & Share Solution Intended Role: Instructor 2-5: Printable Additional Practice Intended Role: Instructor 2-5: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 2-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 2-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 2-5: Enrichment: Answer Key Intended Role: Instructor 2-5: Enrichment: Editable Worksheet Intended Role: Instructor 2-5:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 2-5:Repaso diario: Clave de respuestas Intended Role: Instructor 2-5:Práctica adicional Intended Role: Instructor 2-5:Práctica adicional: Clave de respuestas Intended Role: Instructor 2-5:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 2-5:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 2-5:Ampliación: Clave de respuestas Intended Role: Instructor 2-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 2-6 Intended Role: Instructor 2-6: Listen & Look For Intended Role: Instructor 2-6: Daily Review: Editable Worksheet Intended Role: Instructor 2-6: Daily Review: Answer Key Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-6: Solve & Share Solution Intended Role: Instructor 2-6: Solve & Share Solution Intended Role: Instructor 2-6: Printable Additional Practice Intended Role: Instructor 2-6: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 2-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 2-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 2-6: Enrichment: Answer Key Intended Role: Instructor 2-6: Enrichment: Editable Worksheet Intended Role: Instructor Topic 2: Problem-Solving Leveled Reading Mat Intended Role: Instructor 2-6:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 2-6:Repaso diario: Clave de respuestas Intended Role: Instructor 2-6:Práctica adicional Intended Role: Instructor 2-6:Práctica adicional: Clave de respuestas Intended Role: Instructor 2-6:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 2-6:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 2-6:Ampliación: Clave de respuestas Intended Role: Instructor 2-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 2-7 Intended Role: Instructor 2-7: Daily Review: Editable Worksheet Intended Role: Instructor 2-7: Daily Review: Answer Key Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-7: Solve & Share Solution Intended Role: Instructor 2-7: Solve & Share Solution Intended Role: Instructor 2-7: Printable Additional Practice Intended Role: Instructor 2-7: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 2-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 2-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 2-7: Enrichment: Answer Key Intended Role: Instructor 2-7: Enrichment: Editable Worksheet Intended Role: Instructor 2-7:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 2-7:Repaso diario: Clave de respuestas Intended Role: Instructor 2-7:Práctica adicional Intended Role: Instructor 2-7:Práctica adicional: Clave de respuestas Intended Role: Instructor 2-7:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 2-7:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 2-7:Ampliación: Clave de respuestas Intended Role: Instructor 2-8: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 2-8 Intended Role: Instructor 2-8: Listen & Look For Intended Role: Instructor 2-8: Daily Review: Editable Worksheet Intended Role: Instructor 2-8: Daily Review: Answer Key Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-8: Solve & Share Solution Intended Role: Instructor 2-8: Solve & Share Solution Intended Role: Instructor 2-8: Printable Additional Practice Intended Role: Instructor 2-8: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 2-8: Build Mathematical Literacy: Answer Key Intended Role: Instructor 2-8: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 2-8: Enrichment: Answer Key Intended Role: Instructor 2-8: Enrichment: Editable Worksheet Intended Role: Instructor 2-8:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 2-8:Repaso diario: Clave de respuestas Intended Role: Instructor 2-8:Práctica adicional Intended Role: Instructor 2-8:Práctica adicional: Clave de respuestas Intended Role: Instructor 2-8:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 2-8:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 2-8:Ampliación: Clave de respuestas Intended Role: Instructor 2-9: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 2-9 Intended Role: Instructor 2-9: Listen & Look For Intended Role: Instructor 2-9: Daily Review: Editable Worksheet Intended Role: Instructor 2-9: Daily Review: Answer Key Intended Role: Instructor Topic 2: Today's Challenge Teacher Guide Intended Role: Instructor 2-9: Solve & Share Solution Intended Role: Instructor 2-9: Solve & Share Solution Intended Role: Instructor 2-9: Printable Additional Practice Intended Role: Instructor 2-9: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 2-9: Build Mathematical Literacy: Answer Key Intended Role: Instructor 2-9: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 2-9: Enrichment: Answer Key Intended Role: Instructor 2-9: Enrichment: Editable Worksheet Intended Role: Instructor Topic 2: Problem-Solving Leveled Reading Mat Intended Role: Instructor 2-9:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 2-9:Repaso diario: Clave de respuestas Intended Role: Instructor 2-9:Práctica adicional Intended Role: Instructor 2-9:Práctica adicional: Clave de respuestas Intended Role: Instructor 2-9:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 2-9:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 2-9:Ampliación: Clave de respuestas Intended Role: Instructor Topic 2 Performance Task: Answer Key Intended Role: Instructor Topic 2 Performance Task: Editable Assessment Intended Role: Instructor Topic 2 Assessment: Answer Key Intended Role: Instructor Topic 2 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 2 Online Assessment: Answer Key Intended Role: Instructor Tema 2: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 2: Evaluación: Clave de respuestas Intended Role: Instructor Topic 3: Home-School Connection Intended Role: Instructor Topic 3: Interactive Math Story Intended Role: Instructor Topic 3: Interactive Math Story Master Intended Role: Instructor Topic 3: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 3: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 3: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 3: Interactive Math Story (Spanish) Intended Role: Instructor Topic 3: Home-School Connection (Spanish) Intended Role: Instructor Topic 3: Pick a Project (Spanish) Intended Role: Instructor Topic 3: enVision STEM Activity (Spanish) Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 3 Intended Role: Instructor Topic 3: Professional Development Video Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 3-1 Intended Role: Instructor 3-1: Listen & Look For Intended Role: Instructor 3-1: Daily Review: Editable Worksheet Intended Role: Instructor 3-1: Daily Review: Answer Key Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-1: Solve & Share Solution Intended Role: Instructor 3-1: Solve & Share Solution Intended Role: Instructor 3-1: Printable Additional Practice Intended Role: Instructor 3-1: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 3-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 3-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 3-1: Enrichment: Answer Key Intended Role: Instructor 3-1: Enrichment: Editable Worksheet Intended Role: Instructor Topic 3: Problem-Solving Leveled Reading Mat Intended Role: Instructor 3-1:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 3-1:Repaso diario: Clave de respuestas Intended Role: Instructor 3-1:Práctica adicional Intended Role: Instructor 3-1:Práctica adicional: Clave de respuestas Intended Role: Instructor 3-1:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 3-1:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 3-1:Ampliación: Clave de respuestas Intended Role: Instructor 3-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 3-2 Intended Role: Instructor 3-2: Listen & Look For Intended Role: Instructor 3-2: Daily Review: Editable Worksheet Intended Role: Instructor 3-2: Daily Review: Answer Key Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-2: Solve & Share Solution Intended Role: Instructor 3-2: Solve & Share Solution Intended Role: Instructor 3-2: Printable Additional Practice Intended Role: Instructor 3-2: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 3-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 3-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 3-2: Enrichment: Answer Key Intended Role: Instructor 3-2: Enrichment: Editable Worksheet Intended Role: Instructor 3-2:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 3-2:Repaso diario: Clave de respuestas Intended Role: Instructor 3-2:Práctica adicional Intended Role: Instructor 3-2:Práctica adicional: Clave de respuestas Intended Role: Instructor 3-2:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 3-2:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 3-2:Ampliación: Clave de respuestas Intended Role: Instructor 3-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 3-3 Intended Role: Instructor 3-3: Daily Review: Editable Worksheet Intended Role: Instructor 3-3: Daily Review: Answer Key Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-3: Solve & Share Solution Intended Role: Instructor 3-3: Solve & Share Solution Intended Role: Instructor 3-3: Printable Additional Practice Intended Role: Instructor 3-3: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 3-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 3-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 3-3: Enrichment: Answer Key Intended Role: Instructor 3-3: Enrichment: Editable Worksheet Intended Role: Instructor 3-3:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 3-3:Repaso diario: Clave de respuestas Intended Role: Instructor 3-3:Práctica adicional Intended Role: Instructor 3-3:Práctica adicional: Clave de respuestas Intended Role: Instructor 3-3:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 3-3:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 3-3:Ampliación: Clave de respuestas Intended Role: Instructor 3-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 3-4 Intended Role: Instructor 3-4: Listen & Look For Intended Role: Instructor 3-4: Daily Review: Editable Worksheet Intended Role: Instructor 3-4: Daily Review: Answer Key Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-4: Solve & Share Solution Intended Role: Instructor 3-4: Solve & Share Solution Intended Role: Instructor 3-4: Printable Additional Practice Intended Role: Instructor 3-4: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 3-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 3-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 3-4: Enrichment: Answer Key Intended Role: Instructor 3-4: Enrichment: Editable Worksheet Intended Role: Instructor 3-4:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 3-4:Repaso diario: Clave de respuestas Intended Role: Instructor 3-4:Práctica adicional Intended Role: Instructor 3-4:Práctica adicional: Clave de respuestas Intended Role: Instructor 3-4:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 3-4:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 3-4:Ampliación: Clave de respuestas Intended Role: Instructor 3-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 3-5 Intended Role: Instructor 3-5: Daily Review: Editable Worksheet Intended Role: Instructor 3-5: Daily Review: Answer Key Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-5: Solve & Share Solution Intended Role: Instructor 3-5: Solve & Share Solution Intended Role: Instructor 3-5: Printable Additional Practice Intended Role: Instructor 3-5: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 3-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 3-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 3-5: Enrichment: Answer Key Intended Role: Instructor 3-5: Enrichment: Editable Worksheet Intended Role: Instructor 3-5:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 3-5:Repaso diario: Clave de respuestas Intended Role: Instructor 3-5:Práctica adicional Intended Role: Instructor 3-5:Práctica adicional: Clave de respuestas Intended Role: Instructor 3-5:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 3-5:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 3-5:Ampliación: Clave de respuestas Intended Role: Instructor 3-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 3-6 Intended Role: Instructor 3-6: Listen & Look For Intended Role: Instructor 3-6: Daily Review: Editable Worksheet Intended Role: Instructor 3-6: Daily Review: Answer Key Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-6: Solve & Share Solution Intended Role: Instructor 3-6: Solve & Share Solution Intended Role: Instructor 3-6: Printable Additional Practice Intended Role: Instructor 3-6: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 3-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 3-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 3-6: Enrichment: Answer Key Intended Role: Instructor 3-6: Enrichment: Editable Worksheet Intended Role: Instructor 3-6:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 3-6:Repaso diario: Clave de respuestas Intended Role: Instructor 3-6:Práctica adicional Intended Role: Instructor 3-6:Práctica adicional: Clave de respuestas Intended Role: Instructor 3-6:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 3-6:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 3-6:Ampliación: Clave de respuestas Intended Role: Instructor 3-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 3-7 Intended Role: Instructor 3-7: Daily Review: Editable Worksheet Intended Role: Instructor 3-7: Daily Review: Answer Key Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-7: Solve & Share Solution Intended Role: Instructor 3-7: Solve & Share Solution Intended Role: Instructor 3-7: Printable Additional Practice Intended Role: Instructor 3-7: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 3-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 3-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 3-7: Enrichment: Answer Key Intended Role: Instructor 3-7: Enrichment: Editable Worksheet Intended Role: Instructor 3-7:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 3-7:Repaso diario: Clave de respuestas Intended Role: Instructor 3-7:Práctica adicional Intended Role: Instructor 3-7:Práctica adicional: Clave de respuestas Intended Role: Instructor 3-7:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 3-7:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 3-7:Ampliación: Clave de respuestas Intended Role: Instructor Topic 3: 3-Act Math Recording Sheets Intended Role: Instructor Teacher's Edition eText: Grade 1, Topic 3: 3-Act Math Intended Role: Instructor 3-8: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 3-8 Intended Role: Instructor 3-8: Listen & Look For Intended Role: Instructor 3-8: Daily Review: Editable Worksheet Intended Role: Instructor 3-8: Daily Review: Answer Key Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-8: Solve & Share Solution Intended Role: Instructor 3-8: Solve & Share Solution Intended Role: Instructor 3-8: Printable Additional Practice Intended Role: Instructor 3-8: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 3-8: Build Mathematical Literacy: Answer Key Intended Role: Instructor 3-8: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 3-8: Enrichment: Answer Key Intended Role: Instructor 3-8: Enrichment: Editable Worksheet Intended Role: Instructor Topic 3: Problem-Solving Leveled Reading Mat Intended Role: Instructor 3-8:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 3-8:Repaso diario: Clave de respuestas Intended Role: Instructor 3-8:Práctica adicional Intended Role: Instructor 3-8:Práctica adicional: Clave de respuestas Intended Role: Instructor 3-8:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 3-8:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 3-8:Ampliación: Clave de respuestas Intended Role: Instructor 3-9: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 3-9 Intended Role: Instructor 3-9: Listen & Look For Intended Role: Instructor 3-9: Daily Review: Editable Worksheet Intended Role: Instructor 3-9: Daily Review: Answer Key Intended Role: Instructor Topic 3: Today's Challenge Teacher Guide Intended Role: Instructor 3-9: Solve & Share Solution Intended Role: Instructor 3-9: Solve & Share Solution Intended Role: Instructor 3-9: Printable Additional Practice Intended Role: Instructor 3-9: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 3-9: Build Mathematical Literacy: Answer Key Intended Role: Instructor 3-9: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 3-9: Enrichment: Answer Key Intended Role: Instructor 3-9: Enrichment: Editable Worksheet Intended Role: Instructor 3-9:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 3-9:Repaso diario: Clave de respuestas Intended Role: Instructor 3-9:Práctica adicional Intended Role: Instructor 3-9:Práctica adicional: Clave de respuestas Intended Role: Instructor 3-9:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 3-9:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 3-9:Ampliación: Clave de respuestas Intended Role: Instructor Topic 3 Performance Task: Answer Key Intended Role: Instructor Topic 3 Performance Task: Editable Assessment Intended Role: Instructor Topic 3 Assessment: Answer Key Intended Role: Instructor Topic 3 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 3 Online Assessment: Answer Key Intended Role: Instructor Tema 3: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 3: Evaluación: Clave de respuestas Intended Role: Instructor Topic 4: Home-School Connection Intended Role: Instructor Topic 4: Interactive Math Story Intended Role: Instructor Topic 4: Interactive Math Story Master Intended Role: Instructor Topic 4: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 4: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 4: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 4: Interactive Math Story (Spanish) Intended Role: Instructor Topic 4: Pick a Project (Spanish) Intended Role: Instructor Topic 4: enVision STEM Activity (Spanish) Intended Role: Instructor Topic 4: Home-School Connection (Spanish) Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 4 Intended Role: Instructor Topic 4: Professional Development Video Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 4-1 Intended Role: Instructor 4-1: Daily Review: Editable Worksheet Intended Role: Instructor 4-1: Daily Review: Answer Key Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-1: Solve & Share Solution Intended Role: Instructor 4-1: Solve & Share Solution Intended Role: Instructor 4-1: Printable Additional Practice Intended Role: Instructor 4-1: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 4-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 4-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 4-1: Enrichment: Answer Key Intended Role: Instructor 4-1: Enrichment: Editable Worksheet Intended Role: Instructor 4-1:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 4-1:Repaso diario: Clave de respuestas Intended Role: Instructor 4-1:Práctica adicional Intended Role: Instructor 4-1:Práctica adicional: Clave de respuestas Intended Role: Instructor 4-1:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 4-1:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 4-1:Ampliación: Clave de respuestas Intended Role: Instructor 4-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 4-2 Intended Role: Instructor 4-2: Daily Review: Editable Worksheet Intended Role: Instructor 4-2: Daily Review: Answer Key Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-2: Solve & Share Solution Intended Role: Instructor 4-2: Solve & Share Solution Intended Role: Instructor 4-2: Printable Additional Practice Intended Role: Instructor 4-2: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 4-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 4-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 4-2: Enrichment: Answer Key Intended Role: Instructor 4-2: Enrichment: Editable Worksheet Intended Role: Instructor Topic 4: Problem-Solving Leveled Reading Mat Intended Role: Instructor 4-2:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 4-2:Repaso diario: Clave de respuestas Intended Role: Instructor 4-2:Práctica adicional Intended Role: Instructor 4-2:Práctica adicional: Clave de respuestas Intended Role: Instructor 4-2:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 4-2:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 4-2:Ampliación: Clave de respuestas Intended Role: Instructor 4-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 4-3 Intended Role: Instructor 4-3: Daily Review: Editable Worksheet Intended Role: Instructor 4-3: Daily Review: Answer Key Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-3: Solve & Share Solution Intended Role: Instructor 4-3: Solve & Share Solution Intended Role: Instructor 4-3: Printable Additional Practice Intended Role: Instructor 4-3: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 4-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 4-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 4-3: Enrichment: Answer Key Intended Role: Instructor 4-3: Enrichment: Editable Worksheet Intended Role: Instructor 4-3:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 4-3:Repaso diario: Clave de respuestas Intended Role: Instructor 4-3:Práctica adicional Intended Role: Instructor 4-3:Práctica adicional: Clave de respuestas Intended Role: Instructor 4-3:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 4-3:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 4-3:Ampliación: Clave de respuestas Intended Role: Instructor 4-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 4-4 Intended Role: Instructor 4-4: Listen & Look For Intended Role: Instructor 4-4: Daily Review: Editable Worksheet Intended Role: Instructor 4-4: Daily Review: Answer Key Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-4: Solve & Share Solution Intended Role: Instructor 4-4: Solve & Share Solution Intended Role: Instructor 4-4: Printable Additional Practice Intended Role: Instructor 4-4: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 4-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 4-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 4-4: Enrichment: Answer Key Intended Role: Instructor 4-4: Enrichment: Editable Worksheet Intended Role: Instructor 4-4:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 4-4:Repaso diario: Clave de respuestas Intended Role: Instructor 4-4:Práctica adicional Intended Role: Instructor 4-4:Práctica adicional: Clave de respuestas Intended Role: Instructor 4-4:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 4-4:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 4-4:Ampliación: Clave de respuestas Intended Role: Instructor 4-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 4-5 Intended Role: Instructor 4-5: Listen & Look For Intended Role: Instructor 4-5: Daily Review: Editable Worksheet Intended Role: Instructor 4-5: Daily Review: Answer Key Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-5: Solve & Share Solution Intended Role: Instructor 4-5: Solve & Share Solution Intended Role: Instructor 4-5: Printable Additional Practice Intended Role: Instructor 4-5: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 4-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 4-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 4-5: Enrichment: Answer Key Intended Role: Instructor 4-5: Enrichment: Editable Worksheet Intended Role: Instructor 4-5:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 4-5:Repaso diario: Clave de respuestas Intended Role: Instructor 4-5:Práctica adicional Intended Role: Instructor 4-5:Práctica adicional: Clave de respuestas Intended Role: Instructor 4-5:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 4-5:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 4-5:Ampliación: Clave de respuestas Intended Role: Instructor 4-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 4-6 Intended Role: Instructor 4-6: Daily Review: Editable Worksheet Intended Role: Instructor 4-6: Daily Review: Answer Key Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-6: Solve & Share Solution Intended Role: Instructor 4-6: Solve & Share Solution Intended Role: Instructor 4-6: Printable Additional Practice Intended Role: Instructor 4-6: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 4-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 4-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 4-6: Enrichment: Answer Key Intended Role: Instructor 4-6: Enrichment: Editable Worksheet Intended Role: Instructor 4-6:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 4-6:Repaso diario: Clave de respuestas Intended Role: Instructor 4-6:Práctica adicional Intended Role: Instructor 4-6:Práctica adicional: Clave de respuestas Intended Role: Instructor 4-6:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 4-6:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 4-6:Ampliación: Clave de respuestas Intended Role: Instructor 4-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 4-7 Intended Role: Instructor 4-7: Listen & Look For Intended Role: Instructor 4-7: Daily Review: Editable Worksheet Intended Role: Instructor 4-7: Daily Review: Answer Key Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-7: Solve & Share Solution Intended Role: Instructor 4-7: Solve & Share Solution Intended Role: Instructor 4-7: Printable Additional Practice Intended Role: Instructor 4-7: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 4-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 4-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 4-7: Enrichment: Answer Key Intended Role: Instructor 4-7: Enrichment: Editable Worksheet Intended Role: Instructor Topic 4: Problem-Solving Leveled Reading Mat Intended Role: Instructor 4-7:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 4-7:Repaso diario: Clave de respuestas Intended Role: Instructor 4-7:Práctica adicional Intended Role: Instructor 4-7:Práctica adicional: Clave de respuestas Intended Role: Instructor 4-7:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 4-7:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 4-7:Ampliación: Clave de respuestas Intended Role: Instructor 4-8: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 4-8 Intended Role: Instructor 4-8: Listen & Look For Intended Role: Instructor 4-8: Daily Review: Editable Worksheet Intended Role: Instructor 4-8: Daily Review: Answer Key Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-8: Solve & Share Solution Intended Role: Instructor 4-8: Solve & Share Solution Intended Role: Instructor 4-8: Printable Additional Practice Intended Role: Instructor 4-8: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 4-8: Build Mathematical Literacy: Answer Key Intended Role: Instructor 4-8: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 4-8: Enrichment: Answer Key Intended Role: Instructor 4-8: Enrichment: Editable Worksheet Intended Role: Instructor 4-8:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 4-8:Repaso diario: Clave de respuestas Intended Role: Instructor 4-8:Práctica adicional Intended Role: Instructor 4-8:Práctica adicional: Clave de respuestas Intended Role: Instructor 4-8:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 4-8:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 4-8:Ampliación: Clave de respuestas Intended Role: Instructor 4-9: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 4-9 Intended Role: Instructor 4-9: Listen & Look For Intended Role: Instructor 4-9: Daily Review: Editable Worksheet Intended Role: Instructor 4-9: Daily Review: Answer Key Intended Role: Instructor Topic 4: Today's Challenge Teacher Guide Intended Role: Instructor 4-9: Solve & Share Solution Intended Role: Instructor 4-9: Solve & Share Solution Intended Role: Instructor 4-9: Printable Additional Practice Intended Role: Instructor 4-9: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 4-9: Build Mathematical Literacy: Answer Key Intended Role: Instructor 4-9: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 4-9: Enrichment: Answer Key Intended Role: Instructor 4-9: Enrichment: Editable Worksheet Intended Role: Instructor 4-9:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 4-9:Repaso diario: Clave de respuestas Intended Role: Instructor 4-9:Práctica adicional Intended Role: Instructor 4-9:Práctica adicional: Clave de respuestas Intended Role: Instructor 4-9:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 4-9:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 4-9:Ampliación: Clave de respuestas Intended Role: Instructor Topic 4 Performance Task: Answer Key Intended Role: Instructor Topic 4 Performance Task: Editable Assessment Intended Role: Instructor Topic 4 Assessment: Answer Key Intended Role: Instructor Topic 4 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 4 Online Assessment: Answer Key Intended Role: Instructor Tema 4: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 4: Evaluación: Clave de respuestas Intended Role: Instructor Topics 1–4: Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Topics 1–4: Cumulative/Benchmark Assessment: Editable Assessment Intended Role: Instructor Topics 1–4: Online Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Topic 5: Home-School Connection Intended Role: Instructor Topic 5: Interactive Math Story Intended Role: Instructor Topic 5: Interactive Math Story Master Intended Role: Instructor Topic 5: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 5: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 5: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 5: Interactive Math Story (Spanish) Intended Role: Instructor Topic 5: Pick a Project (Spanish) Intended Role: Instructor Topic 5: enVision STEM Activity (Spanish) Intended Role: Instructor Topic 5: Home-School Connection (Spanish) Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 5 Intended Role: Instructor Topic 5: Professional Development Video Intended Role: Instructor Topic 5: Today's Challenge Teacher Guide Intended Role: Instructor 5-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 5-1 Intended Role: Instructor 5-1: Listen & Look For Intended Role: Instructor 5-1: Daily Review: Editable Worksheet Intended Role: Instructor 5-1: Daily Review: Answer Key Intended Role: Instructor Topic 5: Today's Challenge Teacher Guide Intended Role: Instructor 5-1: Solve & Share Solution Intended Role: Instructor 5-1: Solve & Share Solution Intended Role: Instructor 5-1: Printable Additional Practice Intended Role: Instructor 5-1: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 5-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 5-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 5-1: Enrichment: Answer Key Intended Role: Instructor 5-1: Enrichment: Editable Worksheet Intended Role: Instructor Topic 5: Problem-Solving Leveled Reading Mat Intended Role: Instructor 5-1:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 5-1:Repaso diario: Clave de respuestas Intended Role: Instructor 5-1:Práctica adicional Intended Role: Instructor 5-1:Práctica adicional: Clave de respuestas Intended Role: Instructor 5-1:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 5-1:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 5-1:Ampliación: Clave de respuestas Intended Role: Instructor 5-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 5-2 Intended Role: Instructor 5-2: Daily Review: Editable Worksheet Intended Role: Instructor 5-2: Daily Review: Answer Key Intended Role: Instructor Topic 5: Today's Challenge Teacher Guide Intended Role: Instructor 5-2: Solve & Share Solution Intended Role: Instructor 5-2: Solve & Share Solution Intended Role: Instructor 5-2: Printable Additional Practice Intended Role: Instructor 5-2: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 5-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 5-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 5-2: Enrichment: Answer Key Intended Role: Instructor 5-2: Enrichment: Editable Worksheet Intended Role: Instructor 5-2:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 5-2:Repaso diario: Clave de respuestas Intended Role: Instructor 5-2:Práctica adicional Intended Role: Instructor 5-2:Práctica adicional: Clave de respuestas Intended Role: Instructor 5-2:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 5-2:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 5-2:Ampliación: Clave de respuestas Intended Role: Instructor 5-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 5-3 Intended Role: Instructor 5-3: Listen & Look For Intended Role: Instructor 5-3: Daily Review: Editable Worksheet Intended Role: Instructor 5-3: Daily Review: Answer Key Intended Role: Instructor Topic 5: Today's Challenge Teacher Guide Intended Role: Instructor 5-3: Solve & Share Solution Intended Role: Instructor 5-3: Solve & Share Solution Intended Role: Instructor 5-3: Printable Additional Practice Intended Role: Instructor 5-3: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 5-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 5-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 5-3: Enrichment: Answer Key Intended Role: Instructor 5-3: Enrichment: Editable Worksheet Intended Role: Instructor Topic 5: Problem-Solving Leveled Reading Mat Intended Role: Instructor 5-3:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 5-3:Repaso diario: Clave de respuestas Intended Role: Instructor 5-3:Práctica adicional Intended Role: Instructor 5-3:Práctica adicional: Clave de respuestas Intended Role: Instructor 5-3:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 5-3:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 5-3:Ampliación: Clave de respuestas Intended Role: Instructor 5-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 5-4 Intended Role: Instructor 5-4: Listen & Look For Intended Role: Instructor 5-4: Daily Review: Editable Worksheet Intended Role: Instructor 5-4: Daily Review: Answer Key Intended Role: Instructor Topic 5: Today's Challenge Teacher Guide Intended Role: Instructor 5-4: Solve & Share Solution Intended Role: Instructor 5-4: Solve & Share Solution Intended Role: Instructor 5-4: Printable Additional Practice Intended Role: Instructor 5-4: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 5-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 5-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 5-4: Enrichment: Answer Key Intended Role: Instructor 5-4: Enrichment: Editable Worksheet Intended Role: Instructor 5-4:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 5-4:Repaso diario: Clave de respuestas Intended Role: Instructor 5-4:Práctica adicional Intended Role: Instructor 5-4:Práctica adicional: Clave de respuestas Intended Role: Instructor 5-4:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 5-4:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 5-4:Ampliación: Clave de respuestas Intended Role: Instructor 5-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 5-5 Intended Role: Instructor 5-5: Listen & Look For Intended Role: Instructor 5-5: Daily Review: Editable Worksheet Intended Role: Instructor 5-5: Daily Review: Answer Key Intended Role: Instructor Topic 5: Today's Challenge Teacher Guide Intended Role: Instructor 5-5: Solve & Share Solution Intended Role: Instructor 5-5: Solve & Share Solution Intended Role: Instructor 5-5: Printable Additional Practice Intended Role: Instructor 5-5: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 5-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 5-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 5-5: Enrichment: Answer Key Intended Role: Instructor 5-5: Enrichment: Editable Worksheet Intended Role: Instructor 5-5:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 5-5:Repaso diario: Clave de respuestas Intended Role: Instructor 5-5:Práctica adicional Intended Role: Instructor 5-5:Práctica adicional: Clave de respuestas Intended Role: Instructor 5-5:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 5-5:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 5-5:Ampliación: Clave de respuestas Intended Role: Instructor Topic 5: 3-Act Math Recording Sheets Intended Role: Instructor Teacher's Edition eText: Grade 1, Topic 5: 3-Act Math Intended Role: Instructor 5-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 5-6 Intended Role: Instructor 5-6: Listen & Look For Intended Role: Instructor 5-6: Daily Review: Editable Worksheet Intended Role: Instructor 5-6: Daily Review: Answer Key Intended Role: Instructor Topic 5: Today's Challenge Teacher Guide Intended Role: Instructor 5-6: Solve & Share Solution Intended Role: Instructor 5-6: Solve & Share Solution Intended Role: Instructor 5-6: Printable Additional Practice Intended Role: Instructor 5-6: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 5-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 5-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 5-6: Enrichment: Answer Key Intended Role: Instructor 5-6: Enrichment: Editable Worksheet Intended Role: Instructor 5-6:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 5-6:Repaso diario: Clave de respuestas Intended Role: Instructor 5-6:Práctica adicional Intended Role: Instructor 5-6:Práctica adicional: Clave de respuestas Intended Role: Instructor 5-6:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 5-6:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 5-6:Ampliación: Clave de respuestas Intended Role: Instructor 5-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 5-7 Intended Role: Instructor 5-7: Listen & Look For Intended Role: Instructor 5-7: Daily Review: Editable Worksheet Intended Role: Instructor 5-7: Daily Review: Answer Key Intended Role: Instructor Topic 5: Today's Challenge Teacher Guide Intended Role: Instructor 5-7: Solve & Share Solution Intended Role: Instructor 5-7: Solve & Share Solution Intended Role: Instructor 5-7: Printable Additional Practice Intended Role: Instructor 5-7: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 5-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 5-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 5-7: Enrichment: Answer Key Intended Role: Instructor 5-7: Enrichment: Editable Worksheet Intended Role: Instructor 5-7:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 5-7:Repaso diario: Clave de respuestas Intended Role: Instructor 5-7:Práctica adicional Intended Role: Instructor 5-7:Práctica adicional: Clave de respuestas Intended Role: Instructor 5-7:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 5-7:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 5-7:Ampliación: Clave de respuestas Intended Role: Instructor Topic 5 Performance Task: Answer Key Intended Role: Instructor Topic 5 Performance Task: Editable Assessment Intended Role: Instructor Topic 5 Assessment: Answer Key Intended Role: Instructor Topic 5 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 5 Online Assessment: Answer Key Intended Role: Instructor Tema 5: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 5: Evaluación: Clave de respuestas Intended Role: Instructor Topic 6: Home-School Connection Intended Role: Instructor Topic 6: Interactive Math Story Intended Role: Instructor Topic 6: Interactive Math Story Master Intended Role: Instructor Topic 6: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 6: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 6: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 6: Interactive Math Story (Spanish) Intended Role: Instructor Topic 6: Pick a Project (Spanish) Intended Role: Instructor Topic 6: enVision STEM Activity (Spanish) Intended Role: Instructor Topic 6: Home-School Connection (Spanish) Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 6 Intended Role: Instructor Topic 6: Professional Development Video Intended Role: Instructor Topic 6: Today's Challenge Teacher Guide Intended Role: Instructor 6-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 6-1 Intended Role: Instructor 6-1: Listen & Look For Intended Role: Instructor 6-1: Daily Review: Editable Worksheet Intended Role: Instructor 6-1: Daily Review: Answer Key Intended Role: Instructor Topic 6: Today's Challenge Teacher Guide Intended Role: Instructor 6-1: Solve & Share Solution Intended Role: Instructor 6-1: Solve & Share Solution Intended Role: Instructor 6-1: Printable Additional Practice Intended Role: Instructor 6-1: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 6-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 6-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 6-1: Enrichment: Answer Key Intended Role: Instructor 6-1: Enrichment: Editable Worksheet Intended Role: Instructor Topic 6: Problem-Solving Leveled Reading Mat Intended Role: Instructor 6-1:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 6-1:Repaso diario: Clave de respuestas Intended Role: Instructor 6-1:Práctica adicional Intended Role: Instructor 6-1:Práctica adicional: Clave de respuestas Intended Role: Instructor 6-1:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 6-1:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 6-1:Ampliación: Clave de respuestas Intended Role: Instructor 6-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 6-2 Intended Role: Instructor 6-2: Listen & Look For Intended Role: Instructor 6-2: Daily Review: Editable Worksheet Intended Role: Instructor 6-2: Daily Review: Answer Key Intended Role: Instructor Topic 6: Today's Challenge Teacher Guide Intended Role: Instructor 6-2: Solve & Share Solution Intended Role: Instructor 6-2: Solve & Share Solution Intended Role: Instructor 6-2: Printable Additional Practice Intended Role: Instructor 6-2: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 6-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 6-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 6-2: Enrichment: Answer Key Intended Role: Instructor 6-2: Enrichment: Editable Worksheet Intended Role: Instructor Topic 6: Problem-Solving Leveled Reading Mat Intended Role: Instructor 6-2:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 6-2:Repaso diario: Clave de respuestas Intended Role: Instructor 6-2:Práctica adicional Intended Role: Instructor 6-2:Práctica adicional: Clave de respuestas Intended Role: Instructor 6-2:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 6-2:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 6-2:Ampliación: Clave de respuestas Intended Role: Instructor 6-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 6-3 Intended Role: Instructor 6-3: Listen & Look For Intended Role: Instructor 6-3: Daily Review: Editable Worksheet Intended Role: Instructor 6-3: Daily Review: Answer Key Intended Role: Instructor Topic 6: Today's Challenge Teacher Guide Intended Role: Instructor 6-3: Solve & Share Solution Intended Role: Instructor 6-3: Solve & Share Solution Intended Role: Instructor 6-3: Printable Additional Practice Intended Role: Instructor 6-3: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 6-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 6-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 6-3: Enrichment: Answer Key Intended Role: Instructor 6-3: Enrichment: Editable Worksheet Intended Role: Instructor 6-3:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 6-3:Repaso diario: Clave de respuestas Intended Role: Instructor 6-3:Práctica adicional Intended Role: Instructor 6-3:Práctica adicional: Clave de respuestas Intended Role: Instructor 6-3:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 6-3:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 6-3:Ampliación: Clave de respuestas Intended Role: Instructor 6-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 6-4 Intended Role: Instructor 6-4: Listen & Look For Intended Role: Instructor 6-4: Daily Review: Editable Worksheet Intended Role: Instructor 6-4: Daily Review: Answer Key Intended Role: Instructor Topic 6: Today's Challenge Teacher Guide Intended Role: Instructor 6-4: Solve & Share Solution Intended Role: Instructor 6-4: Solve & Share Solution Intended Role: Instructor 6-4: Printable Additional Practice Intended Role: Instructor 6-4: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 6-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 6-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 6-4: Enrichment: Answer Key Intended Role: Instructor 6-4: Enrichment: Editable Worksheet Intended Role: Instructor 6-4:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 6-4:Repaso diario: Clave de respuestas Intended Role: Instructor 6-4:Práctica adicional Intended Role: Instructor 6-4:Práctica adicional: Clave de respuestas Intended Role: Instructor 6-4:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 6-4:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 6-4:Ampliación: Clave de respuestas Intended Role: Instructor 6-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 6-5 Intended Role: Instructor 6-5: Daily Review: Editable Worksheet Intended Role: Instructor 6-5: Daily Review: Answer Key Intended Role: Instructor Topic 6: Today's Challenge Teacher Guide Intended Role: Instructor 6-5: Solve & Share Solution Intended Role: Instructor 6-5: Solve & Share Solution Intended Role: Instructor 6-5: Printable Additional Practice Intended Role: Instructor 6-5: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 6-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 6-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 6-5: Enrichment: Answer Key Intended Role: Instructor 6-5: Enrichment: Editable Worksheet Intended Role: Instructor 6-5:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 6-5:Repaso diario: Clave de respuestas Intended Role: Instructor 6-5:Práctica adicional Intended Role: Instructor 6-5:Práctica adicional: Clave de respuestas Intended Role: Instructor 6-5:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 6-5:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 6-5:Ampliación: Clave de respuestas Intended Role: Instructor Topic 6 Performance Task: Answer Key Intended Role: Instructor Topic 6 Performance Task: Editable Assessment Intended Role: Instructor Topic 6 Assessment: Answer Key Intended Role: Instructor Topic 6 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 6 Online Assessment: Answer Key Intended Role: Instructor Tema 6: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 6: Evaluación: Clave de respuestas Intended Role: Instructor Topic 7: Home-School Connection Intended Role: Instructor Topic 7: Interactive Math Story Intended Role: Instructor Topic 7: Interactive Math Story Master Intended Role: Instructor Topic 7: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 7: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 7: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 7: Interactive Math Story (Spanish) Intended Role: Instructor Topic 7: Pick a Project (Spanish) Intended Role: Instructor Topic 7: enVision STEM Activity (Spanish) Intended Role: Instructor Topic 7: Home-School Connection (Spanish) Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 7 Intended Role: Instructor Topic 7: Professional Development Video Intended Role: Instructor Topic 7: Today's Challenge Teacher Guide Intended Role: Instructor 7-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 7-1 Intended Role: Instructor 7-1: Listen & Look For Intended Role: Instructor 7-1: Daily Review: Editable Worksheet Intended Role: Instructor 7-1: Daily Review: Answer Key Intended Role: Instructor Topic 7: Today's Challenge Teacher Guide Intended Role: Instructor 7-1: Solve & Share Solution Intended Role: Instructor 7-1: Solve & Share Solution Intended Role: Instructor 7-1: Printable Additional Practice Intended Role: Instructor 7-1: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 7-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 7-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 7-1: Enrichment: Answer Key Intended Role: Instructor 7-1: Enrichment: Editable Worksheet Intended Role: Instructor 7-1:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 7-1:Repaso diario: Clave de respuestas Intended Role: Instructor 7-1:Práctica adicional Intended Role: Instructor 7-1:Práctica adicional: Clave de respuestas Intended Role: Instructor 7-1:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 7-1:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 7-1:Ampliación: Clave de respuestas Intended Role: Instructor 7-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 7-2 Intended Role: Instructor 7-2: Daily Review: Editable Worksheet Intended Role: Instructor 7-2: Daily Review: Answer Key Intended Role: Instructor Topic 7: Today's Challenge Teacher Guide Intended Role: Instructor 7-2: Solve & Share Solution Intended Role: Instructor 7-2: Solve & Share Solution Intended Role: Instructor 7-2: Printable Additional Practice Intended Role: Instructor 7-2: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 7-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 7-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 7-2: Enrichment: Answer Key Intended Role: Instructor 7-2: Enrichment: Editable Worksheet Intended Role: Instructor 7-2:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 7-2:Repaso diario: Clave de respuestas Intended Role: Instructor 7-2:Práctica adicional Intended Role: Instructor 7-2:Práctica adicional: Clave de respuestas Intended Role: Instructor 7-2:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 7-2:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 7-2:Ampliación: Clave de respuestas Intended Role: Instructor 7-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 7-3 Intended Role: Instructor 7-3: Listen & Look For Intended Role: Instructor 7-3: Daily Review: Editable Worksheet Intended Role: Instructor 7-3: Daily Review: Answer Key Intended Role: Instructor Topic 7: Today's Challenge Teacher Guide Intended Role: Instructor 7-3: Solve & Share Solution Intended Role: Instructor 7-3: Solve & Share Solution Intended Role: Instructor 7-3: Printable Additional Practice Intended Role: Instructor 7-3: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 7-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 7-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 7-3: Enrichment: Answer Key Intended Role: Instructor 7-3: Enrichment: Editable Worksheet Intended Role: Instructor Topic 7: Problem-Solving Leveled Reading Mat Intended Role: Instructor 7-3:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 7-3:Repaso diario: Clave de respuestas Intended Role: Instructor 7-3:Práctica adicional Intended Role: Instructor 7-3:Práctica adicional: Clave de respuestas Intended Role: Instructor 7-3:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 7-3:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 7-3:Ampliación: Clave de respuestas Intended Role: Instructor 7-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 7-4 Intended Role: Instructor 7-4: Listen & Look For Intended Role: Instructor 7-4: Daily Review: Editable Worksheet Intended Role: Instructor 7-4: Daily Review: Answer Key Intended Role: Instructor Topic 7: Today's Challenge Teacher Guide Intended Role: Instructor 7-4: Solve & Share Solution Intended Role: Instructor 7-4: Solve & Share Solution Intended Role: Instructor 7-4: Printable Additional Practice Intended Role: Instructor 7-4: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 7-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 7-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 7-4: Enrichment: Answer Key Intended Role: Instructor 7-4: Enrichment: Editable Worksheet Intended Role: Instructor 7-4:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 7-4:Repaso diario: Clave de respuestas Intended Role: Instructor 7-4:Práctica adicional Intended Role: Instructor 7-4:Práctica adicional: Clave de respuestas Intended Role: Instructor 7-4:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 7-4:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 7-4:Ampliación: Clave de respuestas Intended Role: Instructor Topic 7: 3-Act Math Recording Sheets Intended Role: Instructor Teacher's Edition eText: Grade 1, Topic 7: 3-Act Math Intended Role: Instructor 7-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 7-5 Intended Role: Instructor 7-5: Listen & Look For Intended Role: Instructor 7-5: Daily Review: Editable Worksheet Intended Role: Instructor 7-5: Daily Review: Answer Key Intended Role: Instructor Topic 7: Today's Challenge Teacher Guide Intended Role: Instructor 7-5: Solve & Share Solution Intended Role: Instructor 7-5: Solve & Share Solution Intended Role: Instructor 7-5: Printable Additional Practice Intended Role: Instructor 7-5: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 7-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 7-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 7-5: Enrichment: Answer Key Intended Role: Instructor 7-5: Enrichment: Editable Worksheet Intended Role: Instructor 7-5:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 7-5:Repaso diario: Clave de respuestas Intended Role: Instructor 7-5:Práctica adicional Intended Role: Instructor 7-5:Práctica adicional: Clave de respuestas Intended Role: Instructor 7-5:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 7-5:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 7-5:Ampliación: Clave de respuestas Intended Role: Instructor 7-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 7-6 Intended Role: Instructor 7-6: Listen & Look For Intended Role: Instructor 7-6: Daily Review: Editable Worksheet Intended Role: Instructor 7-6: Daily Review: Answer Key Intended Role: Instructor Topic 7: Today's Challenge Teacher Guide Intended Role: Instructor 7-6: Solve & Share Solution Intended Role: Instructor 7-6: Solve & Share Solution Intended Role: Instructor 7-6: Printable Additional Practice Intended Role: Instructor 7-6: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 7-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 7-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 7-6: Enrichment: Answer Key Intended Role: Instructor 7-6: Enrichment: Editable Worksheet Intended Role: Instructor 7-6:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 7-6:Repaso diario: Clave de respuestas Intended Role: Instructor 7-6:Práctica adicional Intended Role: Instructor 7-6:Práctica adicional: Clave de respuestas Intended Role: Instructor 7-6:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 7-6:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 7-6:Ampliación: Clave de respuestas Intended Role: Instructor 7-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 7-7 Intended Role: Instructor 7-7: Listen & Look For Intended Role: Instructor 7-7: Daily Review: Editable Worksheet Intended Role: Instructor 7-7: Daily Review: Answer Key Intended Role: Instructor Topic 7: Today's Challenge Teacher Guide Intended Role: Instructor 7-7: Solve & Share Solution Intended Role: Instructor 7-7: Solve & Share Solution Intended Role: Instructor 7-7: Printable Additional Practice Intended Role: Instructor 7-7: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 7-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 7-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 7-7: Enrichment: Answer Key Intended Role: Instructor 7-7: Enrichment: Editable Worksheet Intended Role: Instructor Topic 7: Problem-Solving Leveled Reading Mat Intended Role: Instructor 7-7:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 7-7:Repaso diario: Clave de respuestas Intended Role: Instructor 7-7:Práctica adicional Intended Role: Instructor 7-7:Práctica adicional: Clave de respuestas Intended Role: Instructor 7-7:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 7-7:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 7-7:Ampliación: Clave de respuestas Intended Role: Instructor Topic 7 Performance Task: Answer Key Intended Role: Instructor Topic 7 Performance Task: Editable Assessment Intended Role: Instructor Topic 7 Assessment: Answer Key Intended Role: Instructor Topic 7 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 7 Online Assessment: Answer Key Intended Role: Instructor Tema 7: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 7: Evaluación: Clave de respuestas Intended Role: Instructor Topic 8: Home-School Connection Intended Role: Instructor Topic 8: Interactive Math Story Intended Role: Instructor Topic 8: Interactive Math Story Master Intended Role: Instructor Topic 8: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 8: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 8: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 8: Interactive Math Story (Spanish) Intended Role: Instructor Topic 8: Pick a Project (Spanish) Intended Role: Instructor Topic 8: enVision STEM Activity (Spanish) Intended Role: Instructor Topic 8: Home-School Connection (Spanish) Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 8 Intended Role: Instructor Topic 8: Professional Development Video Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 8-1 Intended Role: Instructor 8-1: Listen & Look For Intended Role: Instructor 8-1: Daily Review: Editable Worksheet Intended Role: Instructor 8-1: Daily Review: Answer Key Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-1: Solve & Share Solution Intended Role: Instructor 8-1: Solve & Share Solution Intended Role: Instructor 8-1: Printable Additional Practice Intended Role: Instructor 8-1: Additional Practice: Editable Worksheet 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 Intended Role: Instructor 8-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 8-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 8-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 8-1: Enrichment: Answer Key Intended Role: Instructor 8-1: Enrichment: Editable Worksheet Intended Role: Instructor 8-1:eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 8-1:Repaso diario: Clave de respuestas Intended Role: Instructor 8-1:Práctica adicional Intended Role: Instructor 8-1:Práctica adicional: Clave de respuestas Intended Role: Instructor 8-1:Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 8-1:Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 8-1:Ampliación: Clave de respuestas Intended Role: Instructor 8-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 8-2 Intended Role: Instructor 8-2: Daily Review: Editable Worksheet Intended Role: Instructor 8-2: Daily Review: Answer Key Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-2: Solve & Share Solution Intended Role: Instructor 8-2: Solve & Share Solution Intended Role: Instructor 8-2: Printable Additional Practice Intended Role: Instructor 8-2: Additional Practice: Editable Worksheet Intended Role: Instructor 8-2: Quick Check: Answer Key Intended Role: Instructor 8-2: Printable Quick Check Intended Role: Instructor 8-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 8-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 8-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 8-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 8-2: Enrichment: Answer Key Intended Role: Instructor 8-2: Enrichment: Editable Worksheet Intended Role: Instructor 8-2: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 8-2: Repaso diario: Clave de respuestas Intended Role: Instructor 8-2: Práctica adicional Intended Role: Instructor 8-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 8-2: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 8-2: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 8-2: Ampliación: Clave de respuestas Intended Role: Instructor 8-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 8-3 Intended Role: Instructor 8-3: Listen & Look For Intended Role: Instructor 8-3: Daily Review: Editable Worksheet Intended Role: Instructor 8-3: Daily Review: Answer Key Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-3: Solve & Share Solution Intended Role: Instructor 8-3: Solve & Share Solution Intended Role: Instructor 8-3: Printable Additional Practice Intended Role: Instructor 8-3: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 8-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 8-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 8-3: Enrichment: Answer Key Intended Role: Instructor 8-3: Enrichment: Editable Worksheet Intended Role: Instructor 8-3: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 8-3: Repaso diario: Clave de respuestas Intended Role: Instructor 8-3: Práctica adicional Intended Role: Instructor 8-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 8-3: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 8-3: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 8-3: Ampliación: Clave de respuestas Intended Role: Instructor 8-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 8-4 Intended Role: Instructor 8-4: Listen & Look For Intended Role: Instructor 8-4: Daily Review: Editable Worksheet Intended Role: Instructor 8-4: Daily Review: Answer Key Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-4: Solve & Share Solution Intended Role: Instructor 8-4: Solve & Share Solution Intended Role: Instructor 8-4: Printable Additional Practice Intended Role: Instructor 8-4: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 8-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 8-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 8-4: Enrichment: Answer Key Intended Role: Instructor 8-4: Enrichment: Editable Worksheet Intended Role: Instructor Topic 8: Problem-Solving Leveled Reading Mat Intended Role: Instructor 8-4: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 8-4: Repaso diario: Clave de respuestas Intended Role: Instructor 8-4: Práctica adicional Intended Role: Instructor 8-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 8-4: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 8-4: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 8-4: Ampliación: Clave de respuestas Intended Role: Instructor 8-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 8-5 Intended Role: Instructor 8-5: Daily Review: Editable Worksheet Intended Role: Instructor 8-5: Daily Review: Answer Key Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-5: Solve & Share Solution Intended Role: Instructor 8-5: Solve & Share Solution Intended Role: Instructor 8-5: Printable Additional Practice Intended Role: Instructor 8-5: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 8-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 8-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 8-5: Enrichment: Answer Key Intended Role: Instructor 8-5: Enrichment: Editable Worksheet Intended Role: Instructor 8-5: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 8-5: Repaso diario: Clave de respuestas Intended Role: Instructor 8-5: Práctica adicional Intended Role: Instructor 8-5: Práctica adicional: Clave de respuestas Intended Role: Instructor 8-5: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 8-5: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 8-5: Ampliación: Clave de respuestas Intended Role: Instructor 8-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 8-6 Intended Role: Instructor 8-6: Listen & Look For Intended Role: Instructor 8-6: Daily Review: Editable Worksheet Intended Role: Instructor 8-6: Daily Review: Answer Key Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-6: Solve & Share Solution Intended Role: Instructor 8-6: Solve & Share Solution Intended Role: Instructor 8-6: Printable Additional Practice Intended Role: Instructor 8-6: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 8-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 8-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 8-6: Enrichment: Answer Key Intended Role: Instructor 8-6: Enrichment: Editable Worksheet Intended Role: Instructor 8-6: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 8-6: Repaso diario: Clave de respuestas Intended Role: Instructor 8-6: Práctica adicional Intended Role: Instructor 8-6: Práctica adicional: Clave de respuestas Intended Role: Instructor 8-6: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 8-6: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 8-6: Ampliación: Clave de respuestas Intended Role: Instructor 8-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 8-7 Intended Role: Instructor 8-7: Listen & Look For Intended Role: Instructor 8-7: Daily Review: Editable Worksheet Intended Role: Instructor 8-7: Daily Review: Answer Key Intended Role: Instructor Topic 8: Today's Challenge Teacher Guide Intended Role: Instructor 8-7: Solve & Share Solution Intended Role: Instructor 8-7: Solve & Share Solution Intended Role: Instructor 8-7: Printable Additional Practice Intended Role: Instructor 8-7: Additional Practice: Editable Worksheet Intended Role: Instructor 8-7: Quick Check: Answer Key Intended Role: Instructor 8-7: Printable Quick Check Intended Role: Instructor 8-7: Reteach to Build Understanding: Answer Key Intended Role: Instructor 8-7: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 8-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 8-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 8-7: Enrichment: Answer Key Intended Role: Instructor 8-7: Enrichment: Editable Worksheet Intended Role: Instructor Topic 8: Problem-Solving Leveled Reading Mat Intended Role: Instructor 8-7: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 8-7: Repaso diario: Clave de respuestas Intended Role: Instructor 8-7: Práctica adicional Intended Role: Instructor 8-7: Práctica adicional: Clave de respuestas Intended Role: Instructor 8-7: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 8-7: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 8-7: Ampliación: Clave de respuestas Intended Role: Instructor Topic 8 Performance Task: Answer Key Intended Role: Instructor Topic 8 Performance Task: Editable Assessment Intended Role: Instructor Topic 8 Assessment: Answer Key Intended Role: Instructor Topic 8 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 8 Online Assessment: Answer Key Intended Role: Instructor Tema 8: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 8: Evaluación: Clave de respuestas Intended Role: Instructor Topics 1–8: Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Topics 1–8: Cumulative/Benchmark Assessment: Editable Assessment Intended Role: Instructor Topics 1–8: Online Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Topic 9: Home-School Connection Intended Role: Instructor Topic 9: Interactive Math Story Intended Role: Instructor Topic 9: Interactive Math Story Master Intended Role: Instructor Topic 9: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 9: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 9: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 9: Interactive Math Story (Spanish) Intended Role: Instructor Topic 9: Pick a Project (Spanish) Intended Role: Instructor Topic 9: enVision STEM Activity (Spanish) Intended Role: Instructor Topic 9: Home-School Connection (Spanish) Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 9 Intended Role: Instructor Topic 9: Professional Development Video Intended Role: Instructor Topic 9: Today's Challenge Teacher Guide Intended Role: Instructor 9-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 9-1 Intended Role: Instructor 9-1: Listen & Look For Intended Role: Instructor 9-1: Daily Review: Editable Worksheet Intended Role: Instructor 9-1: Daily Review: Answer Key Intended Role: Instructor Topic 9: Today's Challenge Teacher Guide Intended Role: Instructor 9-1: Solve & Share Solution Intended Role: Instructor 9-1: Solve & Share Solution Intended Role: Instructor 9-1: Printable Additional Practice Intended Role: Instructor 9-1: Additional Practice: Editable Worksheet Intended Role: Instructor 9-1: Quick Check: Answer Key Intended Role: Instructor 9-1: Printable Quick Check Intended Role: Instructor 9-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 9-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 9-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 9-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 9-1: Enrichment: Answer Key Intended Role: Instructor 9-1: Enrichment: Editable Worksheet Intended Role: Instructor 9-1: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 9-1: Repaso diario: Clave de respuestas Intended Role: Instructor 9-1: Práctica adicional Intended Role: Instructor 9-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 9-1: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 9-1: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 9-1: Ampliación: Clave de respuestas Intended Role: Instructor 9-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 9-2 Intended Role: Instructor 9-2: Listen & Look For Intended Role: Instructor 9-2: Daily Review: Editable Worksheet Intended Role: Instructor 9-2: Daily Review: Answer Key Intended Role: Instructor Topic 9: Today's Challenge Teacher Guide Intended Role: Instructor 9-2: Solve & Share Solution Intended Role: Instructor 9-2: Solve & Share Solution Intended Role: Instructor 9-2: Printable Additional Practice Intended Role: Instructor 9-2: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 9-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 9-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 9-2: Enrichment: Answer Key Intended Role: Instructor 9-2: Enrichment: Editable Worksheet Intended Role: Instructor 9-2: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 9-2: Repaso diario: Clave de respuestas Intended Role: Instructor 9-2: Práctica adicional Intended Role: Instructor 9-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 9-2: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 9-2: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 9-2: Ampliación: Clave de respuestas Intended Role: Instructor 9-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 9-3 Intended Role: Instructor 9-3: Listen & Look For Intended Role: Instructor 9-3: Daily Review: Editable Worksheet Intended Role: Instructor 9-3: Daily Review: Answer Key Intended Role: Instructor Topic 9: Today's Challenge Teacher Guide Intended Role: Instructor 9-3: Solve & Share Solution Intended Role: Instructor 9-3: Solve & Share Solution Intended Role: Instructor 9-3: Printable Additional Practice Intended Role: Instructor 9-3: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 9-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 9-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 9-3: Enrichment: Answer Key Intended Role: Instructor 9-3: Enrichment: Editable Worksheet Intended Role: Instructor Topic 9: Problem-Solving Leveled Reading Mat Intended Role: Instructor 9-3: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 9-3: Repaso diario: Clave de respuestas Intended Role: Instructor 9-3: Práctica adicional Intended Role: Instructor 9-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 9-3: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 9-3: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 9-3: Ampliación: Clave de respuestas Intended Role: Instructor 9-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 9-4 Intended Role: Instructor 9-4: Listen & Look For Intended Role: Instructor 9-4: Daily Review: Editable Worksheet Intended Role: Instructor 9-4: Daily Review: Answer Key Intended Role: Instructor Topic 9: Today's Challenge Teacher Guide Intended Role: Instructor 9-4: Solve & Share Solution Intended Role: Instructor 9-4: Solve & Share Solution Intended Role: Instructor 9-4: Printable Additional Practice Intended Role: Instructor 9-4: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 9-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 9-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 9-4: Enrichment: Answer Key Intended Role: Instructor 9-4: Enrichment: Editable Worksheet Intended Role: Instructor Topic 9: Problem-Solving Leveled Reading Mat Intended Role: Instructor 9-4: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 9-4: Repaso diario: Clave de respuestas Intended Role: Instructor 9-4: Práctica adicional Intended Role: Instructor 9-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 9-4: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 9-4: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 9-4: Ampliación: Clave de respuestas Intended Role: Instructor 9-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 9-5 Intended Role: Instructor 9-5: Listen & Look For Intended Role: Instructor 9-5: Daily Review: Editable Worksheet Intended Role: Instructor 9-5: Daily Review: Answer Key Intended Role: Instructor Topic 9: Today's Challenge Teacher Guide Intended Role: Instructor 9-5: Solve & Share Solution Intended Role: Instructor 9-5: Solve & Share Solution Intended Role: Instructor 9-5: Printable Additional Practice Intended Role: Instructor 9-5: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 9-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 9-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 9-5: Enrichment: Answer Key Intended Role: Instructor 9-5: Enrichment: Editable Worksheet Intended Role: Instructor 9-5: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 9-5: Repaso diario: Clave de respuestas Intended Role: Instructor 9-5: Práctica adicional Intended Role: Instructor 9-5: Práctica adicional: Clave de respuestas Intended Role: Instructor 9-5: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 9-5: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 9-5: Ampliación: Clave de respuestas Intended Role: Instructor Topic 9: 3-Act Math Recording Sheets Intended Role: Instructor Teacher's Edition eText: Grade 1, Topic 9: 3-Act Math Intended Role: Instructor 9-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 9-6 Intended Role: Instructor 9-6: Listen & Look For Intended Role: Instructor 9-6: Daily Review: Editable Worksheet Intended Role: Instructor 9-6: Daily Review: Answer Key Intended Role: Instructor Topic 9: Today's Challenge Teacher Guide Intended Role: Instructor 9-6: Solve & Share Solution Intended Role: Instructor 9-6: Solve & Share Solution Intended Role: Instructor 9-6: Printable Additional Practice Intended Role: Instructor 9-6: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 9-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 9-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 9-6: Enrichment: Answer Key Intended Role: Instructor 9-6: Enrichment: Editable Worksheet Intended Role: Instructor 9-6: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 9-6: Repaso diario: Clave de respuestas Intended Role: Instructor 9-6: Práctica adicional Intended Role: Instructor 9-6: Práctica adicional: Clave de respuestas Intended Role: Instructor 9-6: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 9-6: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 9-6: Ampliación: Clave de respuestas Intended Role: Instructor Topic 9 Performance Task: Answer Key Intended Role: Instructor Topic 9 Performance Task: Editable Assessment Intended Role: Instructor Topic 9 Assessment: Answer Key Intended Role: Instructor Topic 9 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 9 Online Assessment: Answer Key Intended Role: Instructor Tema 9: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 9: Evaluación: Clave de respuestas Intended Role: Instructor Topic 10: Home-School Connection Intended Role: Instructor Topic 10: Interactive Math Story Intended Role: Instructor Topic 10: Interactive Math Story Master Intended Role: Instructor Topic 10: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 10: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 10: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 10: Interactive Math Story (Spanish) Intended Role: Instructor Topic 10: Pick a Project (Spanish) Intended Role: Instructor Topic 10: enVision STEM Activity (Spanish) Intended Role: Instructor Topic 10: Home-School Connection (Spanish) Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 10 Intended Role: Instructor Topic 10: Professional Development Video Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 10-1 Intended Role: Instructor 10-1: Listen & Look For Intended Role: Instructor 10-1: Daily Review: Editable Worksheet Intended Role: Instructor 10-1: Daily Review: Answer Key Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-1: Solve & Share Solution Intended Role: Instructor 10-1: Solve & Share Solution Intended Role: Instructor 10-1: Printable Additional Practice Intended Role: Instructor 10-1: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 10-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 10-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 10-1: Enrichment: Answer Key Intended Role: Instructor 10-1: Enrichment: Editable Worksheet Intended Role: Instructor 10-1: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 10-1: Repaso diario: Clave de respuestas Intended Role: Instructor 10-1: Práctica adicional Intended Role: Instructor 10-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 10-1: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 10-1: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 10-1: Ampliación: Clave de respuestas Intended Role: Instructor 10-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 10-2 Intended Role: Instructor 10-2: Listen & Look For Intended Role: Instructor 10-2: Daily Review: Editable Worksheet Intended Role: Instructor 10-2: Daily Review: Answer Key Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-2: Solve & Share Solution Intended Role: Instructor 10-2: Solve & Share Solution Intended Role: Instructor 10-2: Printable Additional Practice Intended Role: Instructor 10-2: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 10-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 10-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 10-2: Enrichment: Answer Key Intended Role: Instructor 10-2: Enrichment: Editable Worksheet Intended Role: Instructor Topic 10: Problem-Solving Leveled Reading Mat Intended Role: Instructor 10-2: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 10-2: Repaso diario: Clave de respuestas Intended Role: Instructor 10-2: Práctica adicional Intended Role: Instructor 10-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 10-2: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 10-2: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 10-2: Ampliación: Clave de respuestas Intended Role: Instructor 10-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 10-3 Intended Role: Instructor 10-3: Listen & Look For Intended Role: Instructor 10-3: Daily Review: Editable Worksheet Intended Role: Instructor 10-3: Daily Review: Answer Key Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-3: Solve & Share Solution Intended Role: Instructor 10-3: Solve & Share Solution Intended Role: Instructor 10-3: Printable Additional Practice Intended Role: Instructor 10-3: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 10-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 10-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 10-3: Enrichment: Answer Key Intended Role: Instructor 10-3: Enrichment: Editable Worksheet Intended Role: Instructor 10-3: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 10-3: Repaso diario: Clave de respuestas Intended Role: Instructor 10-3: Práctica adicional Intended Role: Instructor 10-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 10-3: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 10-3: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 10-3: Ampliación: Clave de respuestas Intended Role: Instructor 10-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 10-4 Intended Role: Instructor 10-4: Listen & Look For Intended Role: Instructor 10-4: Daily Review: Editable Worksheet Intended Role: Instructor 10-4: Daily Review: Answer Key Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-4: Solve & Share Solution Intended Role: Instructor 10-4: Solve & Share Solution Intended Role: Instructor 10-4: Printable Additional Practice Intended Role: Instructor 10-4: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 10-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 10-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 10-4: Enrichment: Answer Key Intended Role: Instructor 10-4: Enrichment: Editable Worksheet Intended Role: Instructor Topic 10: Problem-Solving Leveled Reading Mat Intended Role: Instructor 10-4: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 10-4: Repaso diario: Clave de respuestas Intended Role: Instructor 10-4: Práctica adicional Intended Role: Instructor 10-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 10-4: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 10-4: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 10-4: Ampliación: Clave de respuestas Intended Role: Instructor 10-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 10-5 Intended Role: Instructor 10-5: Listen & Look For Intended Role: Instructor 10-5: Daily Review: Editable Worksheet Intended Role: Instructor 10-5: Daily Review: Answer Key Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-5: Solve & Share Solution Intended Role: Instructor 10-5: Solve & Share Solution Intended Role: Instructor 10-5: Printable Additional Practice Intended Role: Instructor 10-5: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 10-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 10-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 10-5: Enrichment: Answer Key Intended Role: Instructor 10-5: Enrichment: Editable Worksheet Intended Role: Instructor 10-5: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 10-5: Repaso diario: Clave de respuestas Intended Role: Instructor 10-5: Práctica adicional Intended Role: Instructor 10-5: Práctica adicional: Clave de respuestas Intended Role: Instructor 10-5: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 10-5: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 10-5: Ampliación: Clave de respuestas Intended Role: Instructor 10-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 10-6 Intended Role: Instructor 10-6: Daily Review: Editable Worksheet Intended Role: Instructor 10-6: Daily Review: Answer Key Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-6: Solve & Share Solution Intended Role: Instructor 10-6: Solve & Share Solution Intended Role: Instructor 10-6: Printable Additional Practice Intended Role: Instructor 10-6: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 10-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 10-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 10-6: Enrichment: Answer Key Intended Role: Instructor 10-6: Enrichment: Editable Worksheet Intended Role: Instructor 10-6: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 10-6: Repaso diario: Clave de respuestas Intended Role: Instructor 10-6: Práctica adicional Intended Role: Instructor 10-6: Práctica adicional: Clave de respuestas Intended Role: Instructor 10-6: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 10-6: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 10-6: Ampliación: Clave de respuestas Intended Role: Instructor 10-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 10-7 Intended Role: Instructor 10-7: Daily Review: Editable Worksheet Intended Role: Instructor 10-7: Daily Review: Answer Key Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-7: Solve & Share Solution Intended Role: Instructor 10-7: Solve & Share Solution Intended Role: Instructor 10-7: Printable Additional Practice Intended Role: Instructor 10-7: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 10-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 10-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 10-7: Enrichment: Answer Key Intended Role: Instructor 10-7: Enrichment: Editable Worksheet Intended Role: Instructor 10-7: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 10-7: Repaso diario: Clave de respuestas Intended Role: Instructor 10-7: Práctica adicional Intended Role: Instructor 10-7: Práctica adicional: Clave de respuestas Intended Role: Instructor 10-7: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 10-7: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 10-7: Ampliación: Clave de respuestas Intended Role: Instructor 10-8: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 10-8 Intended Role: Instructor 10-8: Daily Review: Editable Worksheet Intended Role: Instructor 10-8: Daily Review: Answer Key Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-8: Solve & Share Solution Intended Role: Instructor 10-8: Solve & Share Solution Intended Role: Instructor 10-8: Printable Additional Practice Intended Role: Instructor 10-8: Additional Practice: Editable Worksheet Intended Role: Instructor 10-8: Quick Check: Answer Key Intended Role: Instructor 10-8: Printable Quick Check Intended Role: Instructor 10-8: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-8: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 10-8: Build Mathematical Literacy: Answer Key Intended Role: Instructor 10-8: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 10-8: Enrichment: Answer Key Intended Role: Instructor 10-8: Enrichment: Editable Worksheet Intended Role: Instructor 10-8: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 10-8: Repaso diario: Clave de respuestas Intended Role: Instructor 10-8: Práctica adicional Intended Role: Instructor 10-8: Práctica adicional: Clave de respuestas Intended Role: Instructor 10-8: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 10-8: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 10-8: Ampliación: Clave de respuestas Intended Role: Instructor 10-9: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 10-9 Intended Role: Instructor 10-9: Daily Review: Editable Worksheet Intended Role: Instructor 10-9: Daily Review: Answer Key Intended Role: Instructor Topic 10: Today's Challenge Teacher Guide Intended Role: Instructor 10-9: Solve & Share Solution Intended Role: Instructor 10-9: Solve & Share Solution Intended Role: Instructor 10-9: Printable Additional Practice Intended Role: Instructor 10-9: Additional Practice: Editable Worksheet Intended Role: Instructor 10-9: Quick Check: Answer Key Intended Role: Instructor 10-9: Printable Quick Check Intended Role: Instructor 10-9: Reteach to Build Understanding: Answer Key Intended Role: Instructor 10-9: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 10-9: Build Mathematical Literacy: Answer Key Intended Role: Instructor 10-9: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 10-9: Enrichment: Answer Key Intended Role: Instructor 10-9: Enrichment: Editable Worksheet Intended Role: Instructor 10-9: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 10-9: Repaso diario: Clave de respuestas Intended Role: Instructor 10-9: Práctica adicional Intended Role: Instructor 10-9: Práctica adicional: Clave de respuestas Intended Role: Instructor 10-9: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 10-9: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 10-9: Ampliación: Clave de respuestas Intended Role: Instructor Topic 10 Performance Task: Answer Key Intended Role: Instructor Topic 10 Performance Task: Editable Assessment Intended Role: Instructor Topic 10 Assessment: Answer Key Intended Role: Instructor Topic 10 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 10 Online Assessment: Answer Key Intended Role: Instructor Tema 10: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 10: Evaluación: Clave de respuestas Intended Role: Instructor Topic 11: Home-School Connection Intended Role: Instructor Topic 11: Interactive Math Story Intended Role: Instructor Topic 11: Interactive Math Story Master Intended Role: Instructor Topic 11: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 11: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 11: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 11: Interactive Math Story (Spanish) Intended Role: Instructor Topic 11: Pick a Project (Spanish) Intended Role: Instructor Topic 11: enVision STEM Activity (Spanish) Intended Role: Instructor Topic 11: Home-School Connection (Spanish) Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 11 Intended Role: Instructor Topic 11: Professional Development Video Intended Role: Instructor Topic 11: Today's Challenge Teacher Guide Intended Role: Instructor 11-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 11-1 Intended Role: Instructor 11-1: Listen & Look For Intended Role: Instructor 11-1: Daily Review: Editable Worksheet Intended Role: Instructor 11-1: Daily Review: Answer Key Intended Role: Instructor Topic 11: Today's Challenge Teacher Guide Intended Role: Instructor 11-1: Solve & Share Solution Intended Role: Instructor 11-1: Solve & Share Solution Intended Role: Instructor 11-1: Printable Additional Practice Intended Role: Instructor 11-1: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 11-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 11-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 11-1: Enrichment: Answer Key Intended Role: Instructor 11-1: Enrichment: Editable Worksheet Intended Role: Instructor 11-1: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 11-1: Repaso diario: Clave de respuestas Intended Role: Instructor 11-1: Práctica adicional Intended Role: Instructor 11-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 11-1: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 11-1: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 11-1: Ampliación: Clave de respuestas Intended Role: Instructor 11-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 11-2 Intended Role: Instructor 11-2: Listen & Look For Intended Role: Instructor 11-2: Daily Review: Editable Worksheet Intended Role: Instructor 11-2: Daily Review: Answer Key Intended Role: Instructor Topic 11: Today's Challenge Teacher Guide Intended Role: Instructor 11-2: Solve & Share Solution Intended Role: Instructor 11-2: Solve & Share Solution Intended Role: Instructor 11-2: Printable Additional Practice Intended Role: Instructor 11-2: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 11-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 11-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 11-2: Enrichment: Answer Key Intended Role: Instructor 11-2: Enrichment: Editable Worksheet Intended Role: Instructor 11-2: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 11-2: Repaso diario: Clave de respuestas Intended Role: Instructor 11-2: Práctica adicional Intended Role: Instructor 11-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 11-2: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 11-2: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 11-2: Ampliación: Clave de respuestas Intended Role: Instructor 11-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 11-3 Intended Role: Instructor 11-3: Listen & Look For Intended Role: Instructor 11-3: Daily Review: Editable Worksheet Intended Role: Instructor 11-3: Daily Review: Answer Key Intended Role: Instructor Topic 11: Today's Challenge Teacher Guide Intended Role: Instructor 11-3: Solve & Share Solution Intended Role: Instructor 11-3: Solve & Share Solution Intended Role: Instructor 11-3: Printable Additional Practice Intended Role: Instructor 11-3: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 11-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 11-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 11-3: Enrichment: Answer Key Intended Role: Instructor 11-3: Enrichment: Editable Worksheet Intended Role: Instructor 11-3: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 11-3: Repaso diario: Clave de respuestas Intended Role: Instructor 11-3: Práctica adicional Intended Role: Instructor 11-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 11-3: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 11-3: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 11-3: Ampliación: Clave de respuestas Intended Role: Instructor 11-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 11-4 Intended Role: Instructor 11-4: Listen & Look For Intended Role: Instructor 11-4: Daily Review: Editable Worksheet Intended Role: Instructor 11-4: Daily Review: Answer Key Intended Role: Instructor Topic 11: Today's Challenge Teacher Guide Intended Role: Instructor 11-4: Solve & Share Solution Intended Role: Instructor 11-4: Solve & Share Solution Intended Role: Instructor 11-4: Printable Additional Practice Intended Role: Instructor 11-4: Additional Practice: Editable Worksheet Intended Role: Instructor 11-4: Quick Check: Answer Key Intended Role: Instructor 11-4: Printable Quick Check Intended Role: Instructor 11-4: Reteach to Build Understanding: Answer Key Intended Role: Instructor 11-4: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 11-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 11-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 11-4: Enrichment: Answer Key Intended Role: Instructor 11-4: Enrichment: Editable Worksheet Intended Role: Instructor Topic 11: Problem-Solving Leveled Reading Mat Intended Role: Instructor 11-4: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 11-4: Repaso diario: Clave de respuestas Intended Role: Instructor 11-4: Práctica adicional Intended Role: Instructor 11-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 11-4: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 11-4: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 11-4: Ampliación: Clave de respuestas Intended Role: Instructor 11-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 11-5 Intended Role: Instructor 11-5: Daily Review: Editable Worksheet Intended Role: Instructor 11-5: Daily Review: Answer Key Intended Role: Instructor Topic 11: Today's Challenge Teacher Guide Intended Role: Instructor 11-5: Solve & Share Solution Intended Role: Instructor 11-5: Solve & Share Solution Intended Role: Instructor 11-5: Printable Additional Practice Intended Role: Instructor 11-5: Additional Practice: Editable Worksheet Intended Role: Instructor 11-5: Quick Check: Answer Key Intended Role: Instructor 11-5: Printable Quick Check Intended Role: Instructor 11-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 11-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 11-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 11-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 11-5: Enrichment: Answer Key Intended Role: Instructor 11-5: Enrichment: Editable Worksheet Intended Role: Instructor 11-5: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 11-5: Repaso diario: Clave de respuestas Intended Role: Instructor 11-5: Práctica adicional Intended Role: Instructor 11-5: Práctica adicional: Clave de respuestas Intended Role: Instructor 11-5: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 11-5: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 11-5: Ampliación: Clave de respuestas Intended Role: Instructor Topic 11: 3-Act Math Recording Sheets Intended Role: Instructor Teacher's Edition eText: Grade 1, Topic 11: 3-Act Math Intended Role: Instructor 11-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 11-6 Intended Role: Instructor 11-6: Listen & Look For Intended Role: Instructor 11-6: Daily Review: Editable Worksheet Intended Role: Instructor 11-6: Daily Review: Answer Key Intended Role: Instructor Topic 11: Today's Challenge Teacher Guide Intended Role: Instructor 11-6: Solve & Share Solution Intended Role: Instructor 11-6: Solve & Share Solution Intended Role: Instructor 11-6: Printable Additional Practice Intended Role: Instructor 11-6: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 11-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 11-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 11-6: Enrichment: Answer Key Intended Role: Instructor 11-6: Enrichment: Editable Worksheet Intended Role: Instructor Topic 11: Problem-Solving Leveled Reading Mat Intended Role: Instructor 11-6: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 11-6: Repaso diario: Clave de respuestas Intended Role: Instructor 11-6: Práctica adicional Intended Role: Instructor 11-6: Práctica adicional: Clave de respuestas Intended Role: Instructor 11-6: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 11-6: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 11-6: Ampliación: Clave de respuestas Intended Role: Instructor 11-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 11-7 Intended Role: Instructor 11-7: Listen & Look For Intended Role: Instructor 11-7: Daily Review: Editable Worksheet Intended Role: Instructor 11-7: Daily Review: Answer Key Intended Role: Instructor Topic 11: Today's Challenge Teacher Guide Intended Role: Instructor 11-7: Solve & Share Solution Intended Role: Instructor 11-7: Solve & Share Solution Intended Role: Instructor 11-7: Printable Additional Practice Intended Role: Instructor 11-7: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 11-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 11-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 11-7: Enrichment: Answer Key Intended Role: Instructor 11-7: Enrichment: Editable Worksheet Intended Role: Instructor 11-7: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 11-7: Repaso diario: Clave de respuestas Intended Role: Instructor 11-7: Práctica adicional Intended Role: Instructor 11-7: Práctica adicional: Clave de respuestas Intended Role: Instructor 11-7: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 11-7: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 11-7: Ampliación: Clave de respuestas Intended Role: Instructor Topic 11 Performance Task: Answer Key Intended Role: Instructor Topic 11 Performance Task: Editable Assessment Intended Role: Instructor Topic 11 Assessment: Answer Key Intended Role: Instructor Topic 11 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 11 Online Assessment: Answer Key Intended Role: Instructor Tema 11: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 11: Evaluación: Clave de respuestas Intended Role: Instructor Topic 12: Home-School Connection Intended Role: Instructor Topic 12: Interactive Math Story Intended Role: Instructor Topic 12: Interactive Math Story Master Intended Role: Instructor Topic 12: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 12: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 12: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 12: Interactive Math Story (Spanish) Intended Role: Instructor Topic 12: Pick a Project (Spanish) Intended Role: Instructor Topic 12: enVision STEM Activity (Spanish) Intended Role: Instructor Topic 12: Home-School Connection (Spanish) Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 12 Intended Role: Instructor Topic 12: Today's Challenge Teacher Guide Intended Role: Instructor 12-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 12-1 Intended Role: Instructor 12-1: Daily Review: Editable Worksheet Intended Role: Instructor 12-1: Daily Review: Answer Key Intended Role: Instructor Topic 12: Today's Challenge Teacher Guide Intended Role: Instructor 12-1: Solve & Share Solution Intended Role: Instructor 12-1: Solve & Share Solution Intended Role: Instructor 12-1: Printable Additional Practice Intended Role: Instructor 12-1: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 12-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 12-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 12-1: Enrichment: Answer Key Intended Role: Instructor 12-1: Enrichment: Editable Worksheet Intended Role: Instructor 12-1: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 12-1: Repaso diario: Clave de respuestas Intended Role: Instructor 12-1: Práctica adicional Intended Role: Instructor 12-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 12-1: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 12-1: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 12-1: Ampliación: Clave de respuestas Intended Role: Instructor 12-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 12-2 Intended Role: Instructor 12-2: Listen & Look For Intended Role: Instructor 12-2: Daily Review: Editable Worksheet Intended Role: Instructor 12-2: Daily Review: Answer Key Intended Role: Instructor Topic 12: Today's Challenge Teacher Guide Intended Role: Instructor 12-2: Solve & Share Solution Intended Role: Instructor 12-2: Solve & Share Solution Intended Role: Instructor 12-2: Printable Additional Practice Intended Role: Instructor 12-2: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 12-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 12-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 12-2: Enrichment: Answer Key Intended Role: Instructor 12-2: Enrichment: Editable Worksheet Intended Role: Instructor Topic 12: Problem-Solving Leveled Reading Mat Intended Role: Instructor 12-2: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 12-2: Repaso diario: Clave de respuestas Intended Role: Instructor 12-2: Práctica adicional Intended Role: Instructor 12-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 12-2: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 12-2: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 12-2: Ampliación: Clave de respuestas Intended Role: Instructor 12-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 12-3 Intended Role: Instructor 12-3: Listen & Look For Intended Role: Instructor 12-3: Daily Review: Editable Worksheet Intended Role: Instructor 12-3: Daily Review: Answer Key Intended Role: Instructor Topic 12: Today's Challenge Teacher Guide Intended Role: Instructor 12-3: Solve & Share Solution Intended Role: Instructor 12-3: Solve & Share Solution Intended Role: Instructor 12-3: Printable Additional Practice Intended Role: Instructor 12-3: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 12-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 12-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 12-3: Enrichment: Answer Key Intended Role: Instructor 12-3: Enrichment: Editable Worksheet Intended Role: Instructor 12-3: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 12-3: Repaso diario: Clave de respuestas Intended Role: Instructor 12-3: Práctica adicional Intended Role: Instructor 12-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 12-3: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 12-3: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 12-3: Ampliación: Clave de respuestas Intended Role: Instructor 12-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 12-4 Intended Role: Instructor 12-4: Daily Review: Editable Worksheet Intended Role: Instructor 12-4: Daily Review: Answer Key Intended Role: Instructor Topic 12: Today's Challenge Teacher Guide Intended Role: Instructor 12-4: Solve & Share Solution Intended Role: Instructor 12-4: Solve & Share Solution Intended Role: Instructor 12-4: Printable Additional Practice Intended Role: Instructor 12-4: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 12-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 12-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 12-4: Enrichment: Answer Key Intended Role: Instructor 12-4: Enrichment: Editable Worksheet Intended Role: Instructor Topic 12: Problem-Solving Leveled Reading Mat Intended Role: Instructor 12-4: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 12-4: Repaso diario: Clave de respuestas Intended Role: Instructor 12-4: Práctica adicional Intended Role: Instructor 12-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 12-4: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 12-4: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 12-4: Ampliación: Clave de respuestas Intended Role: Instructor Topic 12 Performance Task: Answer Key Intended Role: Instructor Topic 12 Performance Task: Editable Assessment Intended Role: Instructor Topic 12 Assessment: Answer Key Intended Role: Instructor Topic 12 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 12 Online Assessment: Answer Key Intended Role: Instructor Tema 12: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 12: Evaluación: Clave de respuestas Intended Role: Instructor Topics 1–12: Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Topics 1–12: Cumulative/Benchmark Assessment: Editable Assessment Intended Role: Instructor Topics 1–12: Online Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Topic 13: Home-School Connection Intended Role: Instructor Topic 13: Interactive Math Story Intended Role: Instructor Topic 13: Interactive Math Story Master Intended Role: Instructor Topic 13: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 13: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 13: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 13: Interactive Math Story (Spanish) Intended Role: Instructor Topic 13: Pick a Project (Spanish) Intended Role: Instructor Topic 13: enVision STEM Activity (Spanish) Intended Role: Instructor Topic 13: Home-School Connection (Spanish) Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 13 Intended Role: Instructor Topic 13: Today's Challenge Teacher Guide Intended Role: Instructor 13-1: Lesson Plan 13-1: Lesson Plan13-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 13-1 Intended Role: Instructor 13-1: Listen & Look For Intended Role: Instructor 13-1: Daily Review: Editable Worksheet Intended Role: Instructor 13-1: Daily Review: Answer Key Intended Role: Instructor Topic 13: Today's Challenge Teacher Guide Intended Role: Instructor 13-1: Solve & Share Solution Intended Role: Instructor 13-1: Solve & Share Solution Intended Role: Instructor 13-1: Printable Additional Practice Intended Role: Instructor 13-1: Additional Practice: Editable Worksheet Intended Role: Instructor 13-1: Quick Check: Answer Key 13-1: Quick Check: Answer Key13-1: Quick Check: Answer Key Intended Role: Instructor 13-1: Printable Quick Check 13-1: Printable Quick Check13-1: Printable Quick Check Intended Role: Instructor 13-1: Reteach to Build Understanding: Answer Key 13-1: Reteach to Build Understanding: Answer Key13-1: Reteach to Build Understanding: Answer Key Intended Role: Instructor 13-1: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 13-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 13-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 13-1: Enrichment: Answer Key 13-1: Enrichment: Answer Key13-1: Enrichment: Answer Key Intended Role: Instructor 13-1: Enrichment: Editable Worksheet Intended Role: Instructor 13-1: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 13-1: Repaso diario: Clave de respuestas Intended Role: Instructor 13-1: Práctica adicional Intended Role: Instructor 13-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 13-1: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 13-1: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 13-1: Ampliación: Clave de respuestas Intended Role: Instructor 13-2: Lesson Plan 13-2: Lesson Plan13-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 13-2 Intended Role: Instructor 13-2: Listen & Look For Intended Role: Instructor 13-2: Daily Review: Editable Worksheet Intended Role: Instructor 13-2: Daily Review: Answer Key Intended Role: Instructor Topic 13: Today's Challenge Teacher Guide Intended Role: Instructor 13-2: Solve & Share Solution Intended Role: Instructor 13-2: Solve & Share Solution Intended Role: Instructor 13-2: Printable Additional Practice Intended Role: Instructor 13-2: Additional Practice: Editable Worksheet Intended Role: Instructor 13-2: Printable Quick Check Intended Role: Instructor 13-2: Quick Check: Answer Key Intended Role: Instructor 13-2: Reteach to Build Understanding: Answer Key Intended Role: Instructor 13-2: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 13-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 13-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 13-2: Enrichment: Answer Key Intended Role: Instructor 13-2: Enrichment: Editable Worksheet Intended Role: Instructor 13-2: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 13-2: Repaso diario: Clave de respuestas Intended Role: Instructor 13-2: Práctica adicional Intended Role: Instructor 13-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 13-2: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 13-2: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 13-2: Ampliación: Clave de respuestas Intended Role: Instructor 13-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 13-3 Intended Role: Instructor 13-3: Listen & Look For Intended Role: Instructor 13-3: Daily Review: Editable Worksheet Intended Role: Instructor 13-3: Daily Review: Answer Key Intended Role: Instructor Topic 13: Today's Challenge Teacher Guide Intended Role: Instructor 13-3: Solve & Share Solution Intended Role: Instructor 13-3: Solve & Share Solution Intended Role: Instructor 13-3: Printable Additional Practice Intended Role: Instructor 13-3: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 13-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 13-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 13-3: Enrichment: Answer Key Intended Role: Instructor 13-3: Enrichment: Editable Worksheet Intended Role: Instructor Topic 13: Problem-Solving Leveled Reading Mat Intended Role: Instructor 13-3: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 13-3: Repaso diario: Clave de respuestas Intended Role: Instructor 13-3: Práctica adicional Intended Role: Instructor 13-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 13-3: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 13-3: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 13-3: Ampliación: Clave de respuestas Intended Role: Instructor 13-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 13-4 Intended Role: Instructor 13-4: Listen & Look For Intended Role: Instructor 13-4: Daily Review: Editable Worksheet Intended Role: Instructor 13-4: Daily Review: Answer Key Intended Role: Instructor Topic 13: Today's Challenge Teacher Guide Intended Role: Instructor 13-4: Solve & Share Solution Intended Role: Instructor 13-4: Solve & Share Solution Intended Role: Instructor 13-4: Printable Additional Practice Intended Role: Instructor 13-4: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 13-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 13-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 13-4: Enrichment: Answer Key Intended Role: Instructor 13-4: Enrichment: Editable Worksheet Intended Role: Instructor 13-4: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 13-4: Repaso diario: Clave de respuestas Intended Role: Instructor 13-4: Práctica adicional Intended Role: Instructor 13-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 13-4: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 13-4: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 13-4: Ampliación: Clave de respuestas Intended Role: Instructor 13-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 13-5 Intended Role: Instructor 13-5: Listen & Look For Intended Role: Instructor 13-5: Daily Review: Editable Worksheet Intended Role: Instructor 13-5: Daily Review: Answer Key Intended Role: Instructor Topic 13: Today's Challenge Teacher Guide Intended Role: Instructor 13-5: Solve & Share Solution Intended Role: Instructor 13-5: Solve & Share Solution Intended Role: Instructor 13-5: Printable Additional Practice Intended Role: Instructor 13-5: Additional Practice: Editable Worksheet Intended Role: Instructor 13-5: Quick Check: Answer Key Intended Role: Instructor 13-5: Printable Quick Check Intended Role: Instructor 13-5: Reteach to Build Understanding: Answer Key Intended Role: Instructor 13-5: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 13-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 13-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 13-5: Enrichment: Answer Key Intended Role: Instructor 13-5: Enrichment: Editable Worksheet Intended Role: Instructor Topic 13: Problem-Solving Leveled Reading Mat Intended Role: Instructor 13-5: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 13-5: Repaso diario: Clave de respuestas Intended Role: Instructor 13-5: Práctica adicional Intended Role: Instructor 13-5: Práctica adicional: Clave de respuestas Intended Role: Instructor 13-5: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 13-5: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 13-5: Ampliación: Clave de respuestas Intended Role: Instructor 13-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 13-6 Intended Role: Instructor 13-6: Listen & Look For Intended Role: Instructor 13-6: Daily Review: Editable Worksheet Intended Role: Instructor 13-6: Daily Review: Answer Key Intended Role: Instructor Topic 13: Today's Challenge Teacher Guide Intended Role: Instructor 13-6: Solve & Share Solution Intended Role: Instructor 13-6: Solve & Share Solution Intended Role: Instructor 13-6: Printable Additional Practice Intended Role: Instructor 13-6: Additional Practice: Editable Worksheet Intended Role: Instructor 13-6: Quick Check: Answer Key Intended Role: Instructor 13-6: Printable Quick Check Intended Role: Instructor 13-6: Reteach to Build Understanding: Answer Key Intended Role: Instructor 13-6: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 13-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 13-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 13-6: Enrichment: Answer Key Intended Role: Instructor 13-6: Enrichment: Editable Worksheet Intended Role: Instructor 13-6: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 13-6: Repaso diario: Clave de respuestas Intended Role: Instructor 13-6: Práctica adicional Intended Role: Instructor 13-6: Práctica adicional: Clave de respuestas Intended Role: Instructor 13-6: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 13-6: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 13-6: Ampliación: Clave de respuestas Intended Role: Instructor Topic 13: 3-Act Math Recording Sheets Intended Role: Instructor Teacher's Edition eText: Grade 1, Topic 13: 3-Act Math Intended Role: Instructor Topic 13 Performance Task with Optional Content (Money): Answer Key Intended Role: Instructor Topic 13 Performance Task: Editable Assessment Intended Role: Instructor Topic 13: Performance Task without Optional Content : Answer Key Intended Role: Instructor Topic 13 Assessment with Optional Content (Money): Answer Key Intended Role: Instructor Topic 13 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 13 Assessment without Optional Content: Answer Key Intended Role: Instructor Topic 13 Online Assessment with Optional Content (Money): Answer Key Intended Role: Instructor Topic 13 Online Assessment without Optional Content: Answer Key Intended Role: Instructor Tema 13: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 13: Evaluación: Clave de respuestas Intended Role: Instructor Topic 14: Home-School Connection Intended Role: Instructor Topic 14: Interactive Math Story Intended Role: Instructor Topic 14: Interactive Math Story Master Intended Role: Instructor Topic 14: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 14: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 14: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 14: Interactive Math Story (Spanish) Intended Role: Instructor Topic 14: Pick a Project (Spanish) Intended Role: Instructor Topic 14: enVision STEM Activity (Spanish) Intended Role: Instructor Topic 14: Home-School Connection (Spanish) Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 14 Intended Role: Instructor Topic 14: Professional Development Video Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 14-1 Intended Role: Instructor 14-1: Daily Review: Editable Worksheet Intended Role: Instructor 14-1: Daily Review: Answer Key Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-1: Solve & Share Solution Intended Role: Instructor 14-1: Solve & Share Solution Intended Role: Instructor 14-1: Printable Additional Practice Intended Role: Instructor 14-1: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 14-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 14-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 14-1: Enrichment: Answer Key Intended Role: Instructor 14-1: Enrichment: Editable Worksheet Intended Role: Instructor 14-1: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 14-1: Repaso diario: Clave de respuestas Intended Role: Instructor 14-1: Práctica adicional Intended Role: Instructor 14-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 14-1: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 14-1: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 14-1: Ampliación: Clave de respuestas Intended Role: Instructor 14-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 14-2 Intended Role: Instructor 14-2: Daily Review: Editable Worksheet Intended Role: Instructor 14-2: Daily Review: Answer Key Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-2: Solve & Share Solution Intended Role: Instructor 14-2: Solve & Share Solution Intended Role: Instructor 14-2: Printable Additional Practice Intended Role: Instructor 14-2: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 14-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 14-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 14-2: Enrichment: Answer Key Intended Role: Instructor 14-2: Enrichment: Editable Worksheet Intended Role: Instructor 14-2: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 14-2: Repaso diario: Clave de respuestas Intended Role: Instructor 14-2: Práctica adicional Intended Role: Instructor 14-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 14-2: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 14-2: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 14-2: Ampliación: Clave de respuestas Intended Role: Instructor 14-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 14-3 Intended Role: Instructor 14-3: Listen & Look For Intended Role: Instructor 14-3: Daily Review: Editable Worksheet Intended Role: Instructor 14-3: Daily Review: Answer Key Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-3: Solve & Share Solution Intended Role: Instructor 14-3: Solve & Share Solution Intended Role: Instructor 14-3: Printable Additional Practice Intended Role: Instructor 14-3: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 14-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 14-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 14-3: Enrichment: Answer Key Intended Role: Instructor 14-3: Enrichment: Editable Worksheet Intended Role: Instructor Topic 14: Problem-Solving Leveled Reading Mat Intended Role: Instructor 14-3: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 14-3: Repaso diario: Clave de respuestas Intended Role: Instructor 14-3: Práctica adicional Intended Role: Instructor 14-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 14-3: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 14-3: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 14-3: Ampliación: Clave de respuestas Intended Role: Instructor 14-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 14-4 Intended Role: Instructor 14-4: Daily Review: Editable Worksheet Intended Role: Instructor 14-4: Daily Review: Answer Key Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-4: Solve & Share Solution Intended Role: Instructor 14-4: Solve & Share Solution Intended Role: Instructor 14-4: Printable Additional Practice Intended Role: Instructor 14-4: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 14-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 14-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 14-4: Enrichment: Answer Key Intended Role: Instructor 14-4: Enrichment: Editable Worksheet Intended Role: Instructor 14-4: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 14-4: Repaso diario: Clave de respuestas Intended Role: Instructor 14-4: Práctica adicional Intended Role: Instructor 14-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 14-4: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 14-4: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 14-4: Ampliación: Clave de respuestas Intended Role: Instructor 14-5: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 14-5 Intended Role: Instructor 14-5: Daily Review: Editable Worksheet Intended Role: Instructor 14-5: Daily Review: Answer Key Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-5: Solve & Share Solution Intended Role: Instructor 14-5: Solve & Share Solution Intended Role: Instructor 14-5: Printable Additional Practice Intended Role: Instructor 14-5: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 14-5: Build Mathematical Literacy: Answer Key Intended Role: Instructor 14-5: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 14-5: Enrichment: Answer Key Intended Role: Instructor 14-5: Enrichment: Editable Worksheet Intended Role: Instructor 14-5: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 14-5: Repaso diario: Clave de respuestas Intended Role: Instructor 14-5: Práctica adicional Intended Role: Instructor 14-5: Práctica adicional: Clave de respuestas Intended Role: Instructor 14-5: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 14-5: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 14-5: Ampliación: Clave de respuestas Intended Role: Instructor 14-6: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 14-6 Intended Role: Instructor 14-6: Daily Review: Editable Worksheet Intended Role: Instructor 14-6: Daily Review: Answer Key Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-6: Solve & Share Solution Intended Role: Instructor 14-6: Solve & Share Solution Intended Role: Instructor 14-6: Printable Additional Practice Intended Role: Instructor 14-6: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 14-6: Build Mathematical Literacy: Answer Key Intended Role: Instructor 14-6: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 14-6: Enrichment: Answer Key Intended Role: Instructor 14-6: Enrichment: Editable Worksheet Intended Role: Instructor Topic 14: Problem-Solving Leveled Reading Mat Intended Role: Instructor 14-6: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 14-6: Repaso diario: Clave de respuestas Intended Role: Instructor 14-6: Práctica adicional Intended Role: Instructor 14-6: Práctica adicional: Clave de respuestas Intended Role: Instructor 14-6: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 14-6: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 14-6: Ampliación: Clave de respuestas Intended Role: Instructor 14-7: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 14-7 Intended Role: Instructor 14-7: Listen & Look For Intended Role: Instructor 14-7: Daily Review: Editable Worksheet Intended Role: Instructor 14-7: Daily Review: Answer Key Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-7: Solve & Share Solution Intended Role: Instructor 14-7: Solve & Share Solution Intended Role: Instructor 14-7: Printable Additional Practice Intended Role: Instructor 14-7: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 14-7: Build Mathematical Literacy: Answer Key Intended Role: Instructor 14-7: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 14-7: Enrichment: Answer Key Intended Role: Instructor 14-7: Enrichment: Editable Worksheet Intended Role: Instructor 14-7: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 14-7: Repaso diario: Clave de respuestas Intended Role: Instructor 14-7: Práctica adicional Intended Role: Instructor 14-7: Práctica adicional: Clave de respuestas Intended Role: Instructor 14-7: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 14-7: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 14-7: Ampliación: Clave de respuestas Intended Role: Instructor 14-8: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 14-8 Intended Role: Instructor 14-8: Daily Review: Editable Worksheet Intended Role: Instructor 14-8: Daily Review: Answer Key Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-8: Solve & Share Solution Intended Role: Instructor 14-8: Solve & Share Solution Intended Role: Instructor 14-8: Printable Additional Practice Intended Role: Instructor 14-8: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 14-8: Build Mathematical Literacy: Answer Key Intended Role: Instructor 14-8: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 14-8: Enrichment: Answer Key Intended Role: Instructor 14-8: Enrichment: Editable Worksheet Intended Role: Instructor 14-8: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 14-8: Repaso diario: Clave de respuestas Intended Role: Instructor 14-8: Práctica adicional Intended Role: Instructor 14-8: Práctica adicional: Clave de respuestas Intended Role: Instructor 14-8: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 14-8: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 14-8: Ampliación: Clave de respuestas Intended Role: Instructor 14-9: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 14-9 Intended Role: Instructor 14-9: Listen & Look For Intended Role: Instructor 14-9: Daily Review: Editable Worksheet Intended Role: Instructor 14-9: Daily Review: Answer Key Intended Role: Instructor Topic 14: Today's Challenge Teacher Guide Intended Role: Instructor 14-9: Solve & Share Solution Intended Role: Instructor 14-9: Solve & Share Solution Intended Role: Instructor 14-9: Printable Additional Practice Intended Role: Instructor 14-9: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 14-9: Build Mathematical Literacy: Answer Key Intended Role: Instructor 14-9: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 14-9: Enrichment: Answer Key Intended Role: Instructor 14-9: Enrichment: Editable Worksheet Intended Role: Instructor 14-9: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 14-9: Repaso diario: Clave de respuestas Intended Role: Instructor 14-9: Práctica adicional Intended Role: Instructor 14-9: Práctica adicional: Clave de respuestas Intended Role: Instructor 14-9: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 14-9: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 14-9: Ampliación: Clave de respuestas Intended Role: Instructor Topic 14 Performance Task: Answer Key Intended Role: Instructor Topic 14 Performance Task: Editable Assessment Intended Role: Instructor Topic 14 Assessment: Answer Key Intended Role: Instructor Topic 14 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 14 Online Assessment: Answer Key Intended Role: Instructor Tema 14: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 14: Evaluación: Clave de respuestas Intended Role: Instructor Topic 15: Home-School Connection Intended Role: Instructor Topic 15: Interactive Math Story Intended Role: Instructor Topic 15: Interactive Math Story Master Intended Role: Instructor Topic 15: Interactive Math Story Master: Answer Key Intended Role: Instructor Topic 15: Problem-Solving Reading Activity Guide Intended Role: Instructor Topic 15: Problem-Solving Leveled Reading Mat Intended Role: Instructor Topic 15: Interactive Math Story (Spanish) Intended Role: Instructor Topic 15: Pick a Project (Spanish) Intended Role: Instructor Topic 15: enVision STEM Activity (Spanish) Intended Role: Instructor Topic 15: Home-School Connection (Spanish) Intended Role: Instructor Teacher's Edition eText: Grade 1 Topic 15 Intended Role: Instructor Topic 15: Professional Development Video Intended Role: Instructor Topic 15: Today's Challenge Teacher Guide Intended Role: Instructor 15-1: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 15-1 Intended Role: Instructor 15-1: Daily Review: Editable Worksheet Intended Role: Instructor 15-1: Daily Review: Answer Key Intended Role: Instructor Topic 15: Today's Challenge Teacher Guide Intended Role: Instructor 15-1: Solve & Share Solution Intended Role: Instructor 15-1: Solve & Share Solution Intended Role: Instructor 15-1: Printable Additional Practice Intended Role: Instructor 15-1: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 15-1: Build Mathematical Literacy: Answer Key Intended Role: Instructor 15-1: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 15-1: Enrichment: Answer Key Intended Role: Instructor 15-1: Enrichment: Editable Worksheet Intended Role: Instructor Topic 15: Problem-Solving Leveled Reading Mat Intended Role: Instructor 15-1: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 15-1: Repaso diario: Clave de respuestas Intended Role: Instructor 15-1: Práctica adicional Intended Role: Instructor 15-1: Práctica adicional: Clave de respuestas Intended Role: Instructor 15-1: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 15-1: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 15-1: Ampliación: Clave de respuestas Intended Role: Instructor 15-2: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 15-2 Intended Role: Instructor 15-2: Listen & Look For Intended Role: Instructor 15-2: Daily Review: Editable Worksheet Intended Role: Instructor 15-2: Daily Review: Answer Key Intended Role: Instructor Topic 15: Today's Challenge Teacher Guide Intended Role: Instructor 15-2: Solve & Share Solution Intended Role: Instructor 15-2: Solve & Share Solution Intended Role: Instructor 15-2: Printable Additional Practice Intended Role: Instructor 15-2: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 15-2: Build Mathematical Literacy: Answer Key Intended Role: Instructor 15-2: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 15-2: Enrichment: Answer Key Intended Role: Instructor 15-2: Enrichment: Editable Worksheet Intended Role: Instructor 15-2: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 15-2: Repaso diario: Clave de respuestas Intended Role: Instructor 15-2: Práctica adicional Intended Role: Instructor 15-2: Práctica adicional: Clave de respuestas Intended Role: Instructor 15-2: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 15-2: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 15-2: Ampliación: Clave de respuestas Intended Role: Instructor 15-3: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 15-3 Intended Role: Instructor 15-3: Listen & Look For Intended Role: Instructor 15-3: Daily Review: Editable Worksheet Intended Role: Instructor 15-3: Daily Review: Answer Key Intended Role: Instructor Topic 15: Today's Challenge Teacher Guide Intended Role: Instructor 15-3: Solve & Share Solution Intended Role: Instructor 15-3: Solve & Share Solution Intended Role: Instructor 15-3: Printable Additional Practice Intended Role: Instructor 15-3: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 15-3: Build Mathematical Literacy: Answer Key Intended Role: Instructor 15-3: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 15-3: Enrichment: Answer Key Intended Role: Instructor 15-3: Enrichment: Editable Worksheet Intended Role: Instructor Topic 15: Problem-Solving Leveled Reading Mat Intended Role: Instructor 15-3: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 15-3: Repaso diario: Clave de respuestas Intended Role: Instructor 15-3: Práctica adicional Intended Role: Instructor 15-3: Práctica adicional: Clave de respuestas Intended Role: Instructor 15-3: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 15-3: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 15-3: Ampliación: Clave de respuestas Intended Role: Instructor Topic 15: 3-Act Math Recording Sheets Intended Role: Instructor Teacher's Edition eText: Grade 1, Topic 15: 3-Act Math Intended Role: Instructor 15-4: Lesson Plan Intended Role: Instructor Teacher's Edition eText: Grade 1 Lesson 15-4 Intended Role: Instructor 15-4: Listen & Look For Intended Role: Instructor 15-4: Daily Review: Editable Worksheet Intended Role: Instructor 15-4: Daily Review: Answer Key Intended Role: Instructor Topic 15: Today's Challenge Teacher Guide Intended Role: Instructor 15-4: Solve & Share Solution Intended Role: Instructor 15-4: Solve & Share Solution Intended Role: Instructor 15-4: Printable Additional Practice Intended Role: Instructor 15-4: Additional Practice: Editable Worksheet 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: Reteach to Build Understanding: Editable Worksheet Intended Role: Instructor 15-4: Build Mathematical Literacy: Answer Key Intended Role: Instructor 15-4: Build Mathematical Literacy: Editable Worksheet Intended Role: Instructor 15-4: Enrichment: Answer Key Intended Role: Instructor 15-4: Enrichment: Editable Worksheet Intended Role: Instructor 15-4: eText del Libro del estudiante: Clave de respuestas Intended Role: Instructor 15-4: Repaso diario: Clave de respuestas Intended Role: Instructor 15-4: Práctica adicional Intended Role: Instructor 15-4: Práctica adicional: Clave de respuestas Intended Role: Instructor 15-4: Refuerzo para mejorar la comprensión: Clave de respuestas Intended Role: Instructor 15-4: Desarrollar la competencia matemática: Clave de respuestas Intended Role: Instructor 15-4: Ampliación: Clave de respuestas Intended Role: Instructor Topic 15 Performance Task: Answer Key Intended Role: Instructor Topic 15 Performance Task: Editable Assessment Intended Role: Instructor Topic 15 Assessment: Answer Key Intended Role: Instructor Topic 15 Topic Assessments: Editable Assessment Intended Role: Instructor Topic 15 Online Assessment: Answer Key Intended Role: Instructor Tema 15: Tarea de rendimento: Clave de respuestas Intended Role: Instructor Tema 15: Evaluación: Clave de respuestas Intended Role: Instructor Topics 1–15: Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Topics 1–15: Cumulative/Benchmark Assessment: Editable Assessment Intended Role: Instructor Topics 1–15: Online Cumulative/Benchmark Assessment: Answer Key Intended Role: Instructor Grade 1 Progress Monitoring Assessment: Form A: Answer Key Intended Role: Instructor Grade 1 Progress Monitoring Assessment: Form A: Editable Assessment Intended Role: Instructor Grade 1 Online Progress Monitoring: Form A: Answer Key Intended Role: Instructor Grade 1 Printable Online Progress Monitoring: Form A Intended Role: Instructor Grade 1 Progress Monitoring Assessment: Form B: Answer Key Intended Role: Instructor Grade 1 Progress Monitoring Assessment: Form B: Editable Assessment Intended Role: Instructor Grade 1 Printable Online Progress Monitoring: Form B Intended Role: Instructor Grade 1 Online Progress Monitoring: Form B: Answer Key Intended Role: Instructor Grade 1 Progress Monitoring Assessment: Form C: Answer Key Intended Role: Instructor Grade 1 Progress Monitoring Assessment: Form C: Editable Assessment Intended Role: Instructor Grade 1 Printable Online Progress Monitoring: Form C Intended Role: Instructor Grade 1 Online Progress Monitoring: Form C: Answer Key Intended Role: Instructor Teacher's Edition Grade 1 Lesson 16-1 Intended Role: Instructor 16-1: Solve & Share Solution Intended Role: Instructor 16-1: Solve & Share Solution Intended Role: Instructor Teacher's Edition Grade 1 Lesson 16-2 Teacher's Edition Grade 1 Lesson 16-2Teacher's Edition Grade 1 Lesson 16-2 Intended Role: Instructor 16-2: Solve & Share Solution Intended Role: Instructor 16-2: Solve & Share Solution Intended Role: Instructor Teacher's Edition Grade 1 Lesson 16-3 Intended Role: Instructor 16-3: Solve & Share Solution Intended Role: Instructor 16-3: Solve & Share Solution Intended Role: Instructor Teacher's Edition Grade 1 Lesson 16-4 Intended Role: Instructor 16-4: Solve & Share Solution Intended Role: Instructor 16-4: Solve & Share Solution Intended Role: Instructor Teacher's Edition Grade 1 Lesson 16-5 Intended Role: Instructor 16-5: Solve & Share Solution Intended Role: Instructor 16-5: Solve & Share Solution Intended Role: Instructor Teacher's Edition Grade 1 Lesson 16-6 Intended Role: Instructor 16-6: Solve & Share Solution Intended Role: Instructor 16-6: Solve & Share Solution Intended Role: Instructor Teacher's Edition Grade 1 Lesson 16-7 Intended Role: Instructor 16-7: Solve & Share Solution Intended Role: Instructor 16-7: Solve & Share Solution Intended Role: Instructor Teacher's Edition Grade 1 Lesson 16-8 Intended Role: Instructor 16-8: Solve & Share Solution Intended Role: Instructor 16-8: Solve & Share Solution Intended Role: Instructor Teacher's Edition Grade 1 Lesson 16-9 Intended Role: Instructor 16-9: Solve & Share Solution Intended Role: Instructor 16-9: Solve & Share Solution Intended Role: Instructor Teacher's Edition Grade 1 Lesson 16-10 Intended Role: Instructor 16-10: Solve & Share Solution Intended Role: Instructor 16-10: 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 Evaluación de conocimientos para el Grado 1: Clave de respuestas Intended Role: Instructor Temas 1 a 4 Evaluación acumulativa/de referencia: Clave de respuestas Intended Role: Instructor Temas 1 a 8: Evaluación acumulativa/de referencia: Clave de respuestas Intended Role: Instructor Temas 1 a 12: Evaluación acumulativa/de referencia: Clave de respuestas Intended Role: Instructor Temas 1 a 15: Evaluación acumulativa/de referencia: Clave de respuestas Intended Role: Instructor Evaluación para observar el progreso, Forma A: Clave de respuestas Intended Role: Instructor Evaluación para observar el progreso, Forma B: Clave de respuestas Intended Role: Instructor Evaluación para observar el progreso, Forma C: Clave de respuestas Intended Role: Instructor Minnesota Grade 1 Standards Tabs 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 Credits, enVision Mathematics 2020 Grade 1 Intended Role: Instructor Teacher's Edition: Grade 1 Intended Role: Instructor Teacher's Edition: Grade 1 Intended Role: Instructor eText Container Interactive Student Edition: Grade 1 Interactive Student Edition: Grade 1 enVision Matemáticas 2020, Grado 1: Práctica adicional interactiva enVision Matemáticas 2020, Grado 1: Práctica adicional interactiva eText del Libro del estudiante: Grado 1 eText del Libro del estudiante: Grado 1 Student Edition: Grade 1 Student Edition: Grade 1 Interactive Additional Practice: Grade 1 Interactive Additional Practice: Grade 1 Tools Math Tool - Fractions: Pieces Math Tools Math Tool - Counters: Arrays Grade 1: Game Center Grado 1: Centro de juegos Math Tool - Number Line: Numbers Math Tool - Geometry: Tangrams Math Tool - Geometry: Exploring Solids Math Tool - Geometry: Shapes Math Tool - Number Charts: Hundred Chart Math Tool - Pan Balance: Numbers Math Tool - Counters: Counters Math Tool - Place Value Blocks: Place-Value Blocks Math Tool - Counters: Differences Grade 1: Glossary Math Tool - Money